c^ 


LIBRARY    ^ 


University  of  California. 


Class 


DUMB  ANIMALS 

AND  HOW  TO  TREAT  THEM 


A   TEXT    BOOK    FOR    USE 
IN  THE  PUBLIC  SCHOOLS 


BY 


EDWIN  KIRBY  WHITEHEAD,  B.  A. 

Secretary  of  the   Colorado  State   Bureau 
of  Child  and   Animal  Protection 


COPYRIGHT  1909 
£.   K.   Whitehead 


^t^"^ 


GENERAL 


ANIMALS  are  like  the  rest  of  us  in  the 
great  needs  of  tl^eir  lives  to  make  them 
comfortable  and  happy — food,  drink,  shelter, 
work,  rest,  play,  to  be  free  from  pain  and 
fear  and,  for  the  vast  majority  of  animals, 
light,  air  and  liberty,  company  and  love. 


INTRODUCTION 

Thirteen  States  have  already  reco<inized  the  value  of 
Humane  Education,  by  laws  requiring  teaching  of  kindnass  to 
dumb  animals  in  the  public  schools. 

Various  efforts  have  been  made  to  meet  the  demand  for 
some  printed  means  of  instruction,  chiefly  by  school  readers.  But 
while  more  or  less  good  is  done  by  them,  a  system  which  makes 
it  necessary  for  children  to  think  for  themselves,  to  observe  for 
themselves,  to  solve  problems  of  personal  conduct  by  indepen- 
dent thought,  as  well  as  to  learn  by  precept  and  by  example,  is  cal- 
culated to  accomplish  much  more  radical  and  permanent  good. 

The  process  of  instruction  by  readers  may  be  compared  to 
pouring  water  on  a  child  in  the  hope  that  he  will  absorb  some 
of  it;  whereas  instruction  by  enforced  thought,  observation  and 
the  performance  not  only  of  mental  processes  but  physical  acts 
may  be  compared  to  having  the  child  drink  the  water  so  that  he 
may  assimilate  it.  It  seems  likely  that  he  will  get  more  of  it  into 
his  system  by  the  latter  process  than  by  the  former  one. 

Accordingly,  this  little  book  has  been  prepared.  There 
were  no  precedents  to  follow.  Criticism  of  it  is  invited,  to  the 
end  that  its  faults  may  be  corrected  in  subsequent  editions. 

I  desire  to  acknowledge  many  valuable  suggestions  made  by 
Dr.  ;Mary  Elizabeth  Bates,  president  of  the  Colorado  Iluraano 
Education  Society,  by  James  Ernest  Dougherty,  secretary  of  the 
Colorado  State  Bureau  of  Child  and  Animal  Protection  and  by 
Dr.  William  Riley  Callicotte,  its  state  lecturer.  The  suggestive 
outlines  of  lessons  for  blackboard  use  are  his  work.  Enos  A. 
Mills,  Miss  L.  Petenson,  Paul  Gregg,  The  Denver  Post  and  others 
have  kindly  contributed  to  the  illu.strations. 

I  wish  to  dedicate  it  to  the  mvriad  millions  of  our  lesser 


11)5924 


brothers,  who  need  not  mercy  but  justice;  from  some  of  whom 
I  have  learned  valuable  lessons  in  the  highest  virtues  we  boast 
of;  and  at  the  thought  of  whose  immemorial  wrongs  and  mis- 
understanding  by   mankind    I    stand    humbled    and    ashamed. 

E.  K.  Whitehead. 
Denver,  Colorado,  Juno.  1909. 


PREFACE 

THE  reasons  for  teaching  children  in  the  public  schools  proper 
treatment  of  dumb  animals  and  due  regard  for  their  rights 
may  be  stated  as  follows : 

(1)  The  absolute  right  of  every  living  creature  to  life, 
liberty  and  happiness  unless  necessarily  or  justifiably  deprived 
of  them. 

It  is  no  longer  a  matter  of  sentimental  belief,  merely,  but 
of  scientific  proof  that,  as  far  as  they  go,  the  bodies,  minds  and 
natures  of  the  lower  animals  are  like  ours  in  essentials  and  un- 
like only  in  non-essentials.  The  more  highly  developed  animals 
approach  in  intelligence  and  feeling  some  undeveloped  human 
beings. 

Regardless  of  any  such  fact,  however,  they  have  the  com- 
mon right  of  all  living  creatures  to  enjoy  their  lives,  not  only 
unmolested  but,  rather,  aided  by  us,  except  when  necessity 
abridges  that  right.  The  duty  of  each  of  us  towards  every  other 
living  creature  is  not  only  not  to  harm  but  to  help  except  when 
it  is  necessary  to  do  otherwise. 

(2)  The  vicious  effect  on  human  nature  of  practicing,  wit- 
nessing or  permitting  abuse  or  neglect  of  a  helpless  creature, 
whether  animal  or  human. 

The  nature  of  cruelty  and  its  effect  on  him  who  practices  it 
is  the  same  whether  the  victim  is  animal  or  human.  The  essence 
of  selfishness,  wrong-doing,  cruelty  and  crime  is  the  same — dis- 
regard of  the  rights  of  other  creatures.  These  qualities,  like  all 
others,  grow  by  exercise  and  each  leads  to  the  other.  Practicing 
or  permitting  any  one  of  them  is  good  training  for  the  others. 

(3)  The  economy  of  treating  aniniaLs  well. 

The  better  an  animal  is  treated  the  more  he  is  worth:  the 


woi-se  he  is  abused  or  neglected,  the  less  he  is  worth.  The  more 
comfortable,  contented  and  happy  an  animal  Ls  made,  the  better 
developed  and  more  nearly  perfect  an  animal  he  becomes  and, 
therefore,  the  more  valuable  he  is,  the  bigger,  stronger,  kinder 
and  more  intelligent  he  will  grow,  the  longer  ho  will  live  and 
the  better  service  he  will  render. 

The  same  things  are  true  as  to  the  result  of  tlie  proper  treat- 
ment of  children.  It  follows  that  when  we  aa'e  teaching  the 
proper  care  of  animals  we  are  laying  the  foundation  for  the 
proper  care  of  children,  than  which  society  has  no  more  impor- 
tant concern. 

The  extent  to  which  the  value  of  domestic  animals  is  im- 
paired by  the  ignorance  and  stupidity  with  which  they  are  often 
treated,  can  be  appreciated  only  b}^  those  who  have  made  a  study 
of  it.  The  moral  training  of  children  in  public  schools  is  in  an 
undeveloped  state.  Its  importance  and  its  possibilities  are  not 
yet  fully  recognized.  But  nobody  denies  that  moral  welfare  is  a 
large  part  of  the  total  of  human  welfare  and  lies  at  the  founda- 
tion of  it.  The  claim  of  dumb  animals  to  respect,  justice  and 
protection,  and  their  well-being  generally,  form  an  obligation 
which  constantly  bears  more  and  moi-e  heavily  on  the  conscience 
of  the  human  race. 

The  census  of  1!I0()  showed  that  there  were  in  the  United 
States  at  that  time  more  than  21.000,000  horses  and  inules  worth 
a  little  less  than  $50  per  head,  their  total  cash  value  being  over 
$1,000,000,000.  Their  value  consists  almost  wholly  in  work  they 
can  reasonably  be  expected  to  do,  A  young  horse,  for  example,  is 
worth  more  than  an  older  one  because  he  has  more  years  of  work 
in  him.  A  strong,  healthy  horse  is  worth  more  than  a  weak  or 
infirm  one  for  the  same  reason. 

The  average  working  life  of  a  horse  is  about  eight  to  ten 
years.    He  is  usually  "broken" — a  word  which  itself  epitomizes 


the  ignorance  and  stupidity  of  our  dealings  with  liorsos — at  about 
four  years  of  age.  At  ten  years  of  age  his  value  has  begun  t.t 
diminish.  At  fourteen  or  fifteen  years  of  age  he  has  become 
almost  useless  and  practically  unsalable,  while  many  horses  be- 
come so,  long  before  that  time,  from  neglect  and  abuse. 

If  the  average  working  life  of  the  horses  in  this  country  is 
eight  to  ten  years  and  their  aggregate  value  is  $1,000,000,000.  it 
follows  that  each  year  of  their  working  life  is  worth  $100,000.- 
000  to  $125,000,000.  If  one  or  more  years  of  work  can  be  added 
to  their  lives  by  better  and  more  intelligent  treatment  of  them 
by  their  ownere  and  drivers  $100,000,000  to  $125,000,000  will  Iw- 
added  to  the  aggregate  value  of  the  horses  in  this  country  for 
each  such  added  year. 

Plorsemen  agree  that  the  unkindness,  neglect  and  abu.se  by 
w^hich  the  strength  of  horses  is  impaired  and  their  lives  short- 
ened grow  out  of  ignorance  and  carelessness  as  well  as  intent. 
They  agree  that  if  all  horses  w^ere  kindly  treated,  properly 
trained  and  developed  instead  of  "broken."  fed.  watered,  shel- 
tered, worked,  shod,  harnessed,  doctored  and  kept  comfortable 
all  their  lives  the  average  horse's  working  life  would  be  doubled 
and  he  would  be  in  as  good  condition  at  twenty  years  of  age  as 
he  now  is  at  twelve.  The  same  reasoning  applies  to  the  other 
domestic  animals.  Everyone  familiar  with  horses  knows  in- 
stances in  his  own  experience  w'here  horses  twenty  to  thirty 
years  old  are  still  strong,  active,  contented  and  serviceable  ani- 
mals because  well-treated. 

It  follows  that  if  children  are  taught  systematically  to  take 
good  care  of  domestic  animals,  and  how  to  take  good  care  of 
them,  the  material  saving  will  be  w^orth  much  more  than  its  cost. 

If  there  is  any  longer  anybody  who  does  not  admit  the  es- 
tablished rights  of  animals  he  will  nevertheless  admit  the  value, 
in  its  effect  on  their  attitude  and  actions  toward  human  beintrs. 
of  teaching  children   to   resp«x't   the   rights  of  animals  because 


they  exist,  not  because  the  animal  can  enforce  them.  He  will 
admit  the  value  of  a  self-moving:,  willing  and  eager  regard  for 
the  rights  of  others  such  as  rests  upon  the  developed  impulse 
and  trained  habit  of  youth.  Good  citizenship  does  not  mean 
merely  obeying  the  law.  It  depends  also  on  good  impulses,  benefi- 
cent purposes,  wise  direction  and  good  deeds.  The  first  duty 
of  a  good  citizen  is  to  keep  from  doing  wrong,  which  is  the  same 
as  doing  harm.  His  second  duty  is  to  do  good.  There  can  be 
no  better  training  than  to  develop  in  the  child  the  impulse  and 
the  habit  of  giving  aid  to  any  creature  who  needs  it. 

While  the  foregoing  reasons  for  such  teaching  as  is  here 
sought  will  appeal  to  the  good  sense  of  those  who  are  intelli- 
gently interested  in  education,  there  is  also  a  vast  and  ever  in- 
creasing number  who  will  favor  such  training  for  the  animal's 
own  sake.  No  intelligent  person  now  disputes  the  absolute  right 
of  the  animal  to  enjoy  his  life,  with  all  that  implies,  except  when 
it  is  necessary  to  abridge  that  right.  No  creature  should  be 
made  to  suffer  pain  or  to  give  up  comfort  and  happiness  with- 
out sufficient  cause.  Since  it  is  for  our  sake  they  make  such 
sacrifices  and  since  at  the  same  time  we  are  the  judges  of 
whether  it  is  necessary  for  them  to  do  so.  it  behooves  us  to  be 
careful,  to  learn  self-restraint,  self-denial  and  justice  in  dealing 
with  these  helpless  creatures  and  to  develop  those  qualities  in 
the  children  who  will  come  after  us.  Besides,  as  we  have  already 
said,  when  they  have  once  learned  to  practice  jastice  and  kind- 
ness in  dealing  with  animals  they  will  practice  the  same  virtues 
in  dealing  with  each  other.     They  become  kind  by  being  kind. 

The  attitude  of  kindly  feeling,  thought  and  action  toward 
other  creatures  becomes  more  and  more  easy,  familar  and  habit- 
ual the  oftener  it  is  taken.  Feelings  of  tenderness,  the  desire  to 
protect,  the  wish  that  every  creature  may  be  happy,  pleasure  in 
the  joy  of  othei-s— all  these  germinate,  take  root  and  grow.  As 
they  grow^  selfishness,  cruelty,  malice,  coldness,  indifference  to 


the  welfare  of  other  living  things— all  tiiese  wither  away.  At 
last  we  come  iuto  the  sunshine  of  perpetual  good-will,  of  well- 
wishing  and  well-doing,  of  eagerness  to  help,  to  be  of  service, 
of  distress  in  the  suffering  of  others  and  the  high,  noble  pleas- 
sure  to  be  found  in  the  happiness  of  others. 

Finally,  these  things  are  best  learned  in  childhood,  and, 
next  to  the  home,  in  the  system,  repetition  and  lon'j,-  training  of 
the  school.  The  child  is  interested  in  animals  and  loves  them 
because  he  is  close  to  them.  He  undei-stands  and  sympathizes 
with  them,  is  eager  to  learn  about  them  and  easy  to  teach 
through  them  for  that  reason.  His  attitude  of  mind  toward 
them  is  admirably  suited  to  learning  by  means  of  them.  They 
are  persons  to  him.  They  are  his  friends  and  playmates.  He 
feels  they  are  like  himself.  Yet  even  he  realizes  only  dimly 
how  very  like  him  they  are.  He  loves  them  and  they  love  him. 
They  enter  into  his  life  and  are  eager  to  live  it  with  him.  Let 
us  take  him,  then,  and  by  teaching  him  to  be  good  to  them 
teach  him  to  be  good  to  all.  Let  us  teach  him  the  sura  of 
wisdom,  which  is  kindness. 

Further,  it  is,  of  course,  more  important  that  a  child  be 
taught  to  think  than  to  learn  in  the  sense  of  gaining  informa- 
tion. To  perceive  a  truth  for  himself,  or  to  reason  his  way  to 
an  opinion  or  a  decision  for  himself  is  worth  a  great  deal  more 
to  him  than  to  offer  the  fact  ready-made  for  him  to  commit  to 
memory.  That  is  also  true  of  teaching  which  is  meant  to  bear 
upon  impulse,  conduct,  habit  and  character.  He  cannot  be 
taught  these  things  from  without.  He  can  be  taught  about 
them  but  not  to  be  them  nor  to  have  them. 

He  must  learn  to  be  good  by  being  good  just  as  he  learas  to 
swim  by  swimming.  Life  is  made  up  of  problems  of  conduct. 
Given  certain  facts  requiring  me  to  act,  what  ought  I  to  do? 
Or,  given  certain  facts,  ought  I  to  act  and,  if  so,  how?  All  the 
significant  part  of  life  is  made  up  of  problems  of  conduct  like 


these,  some  of  them  easy,  some  difficult,  some  simple,  some  pro- 
found. The  habitual  solution  of  these  problems  of  conduct  by 
the  principle  of  right  makes  good  conduct  and  right  living. 

In  this  book  we  have  tried  to  keep  this  fact  in  mind.  It 
tries  first  to  touch  the  impulse  to  do  the  right  and  kindly  thing, 
then  the  power  to  think  out  the  right  thing  to  do,  then  to  develop 
the  habit  of  doing  the  right  thing. 

The  power  of  .reasoning,  deciding  and  acting  for  one's  self 
thus  developed  is  indispensable  in  all  the  activities  of  life.  Why 
should  not  this  power  be  awakened  in  the  child  and  used  by  him 
from  his  earliest  years?  Why  not  train  him  to  meet  and  deal 
with  the  problems  of  conduct  in  every-day  life  into  which  he  is 
generally  thrown  unprepared  when  he  leaves  school?  If  good 
impulses  and  good  judgment  are  thus  early  developed  and  long 
exercised,  the  result  ought  to  be  practical  wisdom  and  goodness, 
which  are  generally  acquired,  if  at  all,  in  the  hard  and  expensive 
school  of  experience. 

In  recent  years  many  books  have  been  published  devoted 
to  what  may  be  called  the  social  side  of  animal  nature.  They 
have  been  written  in  response  to  a  demand  for  such  literature 
based  on  a  growing  recognition  of  the  fact  that  animals  have  a 
social  life  and  personality  of  their  own  like  ourselves. 

In  most  of  such  books  animals  are  personified.  They  are 
sometimes  represented  as  exercising  a  degree  of  mind  which  a 
considerable  proportion  of  humans  lack.  The  fact  is  that  the 
limitations  of  the  animal  intellect  are  not  yet  understood,  but  it 
is  not  likely  that  it  is  occupied  much  with  abstract  questions. 
A  school  book  should  deal  only  with  what  is  undoubtedly  true. 
Whatever  we  speculate  about  let  us  teach  only  the  truth.  We 
believe  there  can  be  little  doubt  as  to  any  conclusion  stated 
herein  and  all  anecdotes  or  statements  of  fact  have  been 
reasonably  verified. 

There  exist  in  animals  many  liuman  virtues  and  a  wide  range 


of  intelligence  beyond  what  they  are  credited  with  by  any,  save 
a  very  few.  If  only  they  were  known  as  they  are ;  if  we  knew, 
understood  and  appreciated  the  workings  of  their  minds  and 
hearts,  they  would  stand  so  nuieh  higher  in  our  affections  and 
respect,  that  we  should  look  back  with  horror  and  shame  on  the 
stupidities  and  brutalities  so  generally  practiced  in  our 
treatment  of  them. 


TO  THE  TEACHER 

THE  questions  asked  are  intended  to  teach  the  child  to  apply 
the  rules  learned  and  the  information  o-ained  to  his  own  con- 
duct day  by  day.  j\Iost  rules  cannot  be  applied  literally  and 
rigidly.  There  are  many  exceptions,  and  often  other  things  be- 
sides those  stated  have  to  be  taken  into  account. 

Many  of  the  questions  to  follow  and  to  be  used  with  each 
lesson  are  much  alike  and  for  that  reason  do  not  need  to  be 
printed  after  each  lesson.  But  their  use  should  not  be  omitted 
because  they  are  not  repeated.  Their  constant  repetion  and 
application  are  highly  essential. 

Accordingly,  after  each  lesson  enough  questions  should  be 
asked  to  make  sure  that : 

(1)  The  child  understands  and  remembers  the  facts  in  the 
lesson  and  the  reasons  for  them : 

(2)  It  is  clear  to  him,  that  the  animal  is  like  himself  in 
most  things;  needs  and  likes  the  same  things  he  does;  and  tlie 
same  things  that  hurt  and  help  him  hurt  and  help  the  animal: 

(3)  He  can  put  himself  in  the  place  of  the  animal  with 
reference  to  the  subject  of  the  lesson  and  literally  feel  with  the 
animal,  make  real  to  himself  the  animal's  wants,  wishes,  pains 
and  pleasures  and  at  the  same  time  his  lack  of  speech  and  hands. 
liis  lack  of  freedom  and  power  to  <xet  the  things  he  needs  and 
wants. 

(4)  He  clearly  sees  and  feels  his  duty  to  think  of.  ob- 
serve and  aid  the  animal. 

Encourage  the  child  to  think  out  the  answers  for  himsi'lf. 
If  there  are  considerations  which  modify  the  application  of  the 
rule  let  him  discover  them.  In  the  problems  of  real  life  tiie  chief 
(liffprence    between    wisdom    and    fojiv    consists   in    diseovorinu: 


and  taking  account  of  all  the  things  which  ought  to  influ- 
ence decision  and  action,  instead  of  only  a  part  of  them.  Many 
things  may  be  ignored  as  unimportant  but  time,  place,  circum- 
stance, personal  relation  and  consequence  all  modify  the  appli- 
cation of  any  rule  to  conduct. 

Give  the  child  a  general,  universal  rule  of  conduct.  Re- 
spect THE  RIGHTS  OF  EVERY  LIVING  CREATURE  is  probably  aS  gOOd 

as  any.  It  has  no  exceptions,  and  is  easily  understood  because, 
generally  speaking,  the  rights  of  every  other  creature  are  the 
same  as  those  of  the  child  himself.  His  instinctive  sense  of  what 
is  due  him  makes  a  convenient  and  easily  applied  measure  of 
what  is  due  other  creatures.  INIoreover,  the  constant  application 
of  such  a  rule  over  and  over  again  impresses  the  idea  of  right, 
justice  and  fairness  as  opposed  to  natural  solfislun^ss  and  the 
injustice  which  springs  from  it. 

But  while  the  rule  is  invariable  there  are  endless  variations 
in  the  application  of  it.  The  child's  own  rights  are  included, 
apparently  conflicting  rights  must  be  dealt  with,  rights  of 
different  degrees  and  different  persons  have  to  be  harmonized, 
theoretical  applications  must  yield  sometimes  to  pi:actical  ones 
and,  in  short,  a  multitude  of  considerations  must  be  taken  ac- 
count of.  Taken  in  its  broad  sense  and  applied  with  good  judg- 
ment, every  problem  of  life  can  be  rightly  settled  by  such  a  rule. 

After  the  child  understands  the  rule  and  that  in  applying 
it  everything  of  importance  bearing  on  the  case  must  be  taken 
account  of,  let  him  work  out  the  problems  for  himself.  The  use 
of  the  pronoun  of  the  second  person  is  an  effort  to  make  the 
questions  personal  to  the  child. 

The  children  should  be  rocinired  to  make  iiiquii-ios  of  tlioir 
own.  If,  for  instance,  the  lesson  deals  with  the  horse's  harness, 
let  them  find  out  all  they  can  about  it  outside  the  school-room 
and  bring  in  the  information  so  obtained.  Let  them  ask  ques- 
tions and  make  up  problems  of  their  own.     Let  them  observe 


animals  and  brina:  aeconnts  of  their  ways.  Their  pets  may  some- 
time be  bronght  to  sehool  for  purposes  of  illustration. 

Encourage  them  to  bring  stories  about  animals.  Stories 
about  famous  animals  or  about  famous  people  who  have  been 
fond  of  animals  should  be  read.  In  all  of  them  the  admirable  qual- 
ity of  the  animal  or  person  should  be  made  clear.  There  is 
unlimited  opportunity  for  the  teacher  to  add  to  what  is  given 
here.  The  number  of  books  dealing  Avith  animals  and  their 
individual  life  is  large  and  growing.  Selections  read  from  any 
one  of  scores  of  them  would  be  at  once  an  entertainment  and 
a  lesson. 

The  object  of  this  kind  of  instruction  is  not  the  observation 
or  study  of  animals  in  classes,  but  of  their  individual  ways,  their 
social  side,  their  personality.  Every  horse  or  dog  is  different 
from  everv  other  horse  or  dog  just  as  every  man  differs  from 
every  other  man,  only  the  difference  is  not  usually  so  great  nor 
marked  in  so  many  ways. 

Nothing  will  tend  more  to  respect  and  liking  for  animals 
than  learning  that  they  are  not  only  herds,  droves  and  so  on,  but 
different  individuals,  thinking,  feeling  and  acting  differently 
and  independently  in  the  same  way,  only  not  to  the  same  extent 
as  human  beings. 

Finally,  the  step  from  learning  to  respect  the  rights  of 
animals  to  raspect  for  the  rights  of  people  is  a  short  one.  The 
principle  is  the  same.  The  former  may  well  be  the  beginning 
and  foundation  of  the  latter.  A  suggestion  of  it  is  made  here 
and  there  in  the  course  of  the  book.  ITow  respect  for  the  rights 
of  other  people  may  be  practically  taught,  may  form  the  sub- 
ject of  another  book  if  experience  shall  justify  the  publication 
of  this  one. 

There  are  some  general  rules  for  the  treatment  of  all  animals 
by  which  our  conduct  toward  them  should  always  be  controlled. 
These  rules  should  be  memori/.ed   and  boeome  wholly  familiar 


The  questions  asked  may  be  solved  by  theiu  but  their  main  pur- 
pose is  to  make  thoughtfulness  and  kindness  part  of  the  child's 
second  nature.  They  overlap  each  other  somewhat  but  each 
contains  something  different  from  the  others.  They  will  be 
found  at  intervals  throutrh  the  book. 


TABLE  OF  CONTENTS 

Animals,  Beasts  or  Brutes 1 

Horses  and  What  We  Owe  Them.    First  Lesson 2 

Horses  and  What  We  Owe  Them.    Second  Lesson 4 

How   ]Much   Horses  and   Other    Animals   Are  Like   Us. 

First  Lesson ;"> 

How  Much  Animals  Are  Like  Us.    Second  Lesson 7 

Colts,  Puppies,  Kittens  and  Other  Young  Animals !» 

Training,    Teaching    or    "Breaking"    Colts    and    Dogs. 

First  Lesson 11 

Training,  Teaching  or  "Breaking"  Colts,  Dogs  and  Other 

Animals.    Second  Lesson 14 

How  TO  Understand  Animals  and  How  to  Make  Them  Un- 
derstand You 15 

Liberty  of  Animals 16 

What  We  Especially  Owe  to  Animals  Who  Belong  to  Us 

AND  Ser\^  Us 19 

What  We  Owe  to  Animals 20 

Profit  to  Be  :\L\de  by  Kindness  to  Domestic  Animals 21 

Feeding  Animals 23 

Beds  for  Animals 25 

Shelter  for  Animals 26 

Exercise  and  Play  for  Animals 27 

Watering  Animals 28 

Keeping  Animals  Clean 29 

The  Horse's  Saddle -^1 

The  Horse's  Bits 32 

The  Horse's  Shoes -^^ 

The  Horse's  Collar -^^ 

Blinders '^^ 

Check-Keins '^^ 


Harnessing  the  Horse 40 

Blanketing  the  Horse 42 

Stabling  the  Horse 43 

Whips  and  Spurs 44 

Driving 47 

Hitching 50 

The  Horse's  Tail 50 

Skin,  Hair,  Feet  and  Teeth  of  the  IIokse 52 

Sick,  Sore  and  Lame  Horses 54 

Fat  and  Lean  Animals 55 

Sand,  Mud,  Snow,  Ice 56 

Heat,  Cold,  Wind,  Rain,  Snow,  Sunsiuxk 56 

Starting,  Going  and  Stopping 58 

Fear  and  Its  Control 59 

Ambitious,  Spirited  and  Fretting  Animals 59 

Teasing  and  Petting  Animals 61 

Slipping,  Stumbling  and  Fallen  HoRSt  s 63 

Shying,  Kicking,  Rearing,  Biting  and  Runaway  Horses  ...  64 

Interfering  and  Over-reaching 66 

Balky  Horses 66 

Flies  and  Gnats 68 

Rest  and  Holidays ' 70 

Helplessness  of  Animals 71 

Old,  Poor,  Forlorn  and  Injured  Animals 72 

Intelligence  and  Virtues  of  Animals 74 

Old  Age 76 

Happiness 76 

Animals  Belonging  to  Other  Pkofle 77 

Cows  and  Other  Cattle 79 

Beei-^  and  Milk 80 

Sheep  and  Hogs , . .  82 

The  Dog 84 

The  Dog,  Continual 87 


Dogs,  Continued 88 

Mules  and  Donkeys 91 

Chickens,  Ducks,  Geese  and  Other  Fowls 92 

Caged  and  Captive  Animals 93 

Cats  and  Kittens 94 

Hunting,  Fishing  and  Trapping 96 

Families  of  Animals 99 

Wild  Birds 100 

Wild  Animals  Not  Game 102 

Insects 103 

Reptiles 105 

Noxious  and  Dangerous  Animals 105 

The  Words  Brute,  Brutal,  Beast  and  Beastly 107 

Contempt  of  Animals  Wrong  and  Stupid 108 

Animals  Not  Responsible  as  We  Are 110 

Growth  of  the  Faculties  ofAnimals Ill 

Every  Animal  Different  From  Others  Even  op  the  Same 

Kind 113 

Our  Ignorance  Concerning  Animals 116 

Our  Relation  to  the  Lesser  Animals 117 

Our  Duty  Is  to  Help  and  Not  Hurt 120 

Blackboard  Lessons 123 


OF  THE 

UNIVERSITY 

OF 


DUMB    ANIMALS 

AND  HOW  TO  TREAT  THEM. 


A  Text  Book 
For  Use  in  the  Public  Schools. 

Animals,  Beasts  or  Brutes. 

AS  FAR  as  possible  treat  animals  as  you  would  think  you 
ought  to  be  treated  by  them  if  you  were  in  their  place  and 
they  in  yours. 

An  animal  is  any  living  creature  which  can  feel  pain  and 
pleasure.  All  animals  except  men  are  called  dumb  animals  be- 
cause man  alone  has  the  power  of  articulate  speech.  Dumb  ani- 
mals can  utter  sounds  and  cries  of  many  kinds  but  not  articu- 
late or  joined-together  sounds.  Beasts  are  the  same  as  dumb 
animals.  Brutes  is  also  only  another  name  for  dumb  animals. 
Dumb  animals  are  also  called  the  lower  animals  because  they 
are  generally  lower  than  man  in  intelligence  and  were  once  sup- 
posed to  be  lower  than  man  in  all  ways. 

Animals  have  a  right  to  be  well  treated  by  us  in  all  possible 
ways.  We  have  a  right  to  use  them  but  not  to  abuse  or  neglect 
them. 

+ 

Are  you  an  animal?  Is  a  bird  an  animal?  A  tree?  A 
bug?    A  worm?     The  King  of  England?    The  President  of  the 


2        DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

United  States?  Why,  in  each  case?  Which  of  these  are  dumb 
animals?  Which  brutes?  Which  beasts?  How  many  kinds  of 
animals  are  not  duml)?  What  do  you  mean  by  dumb?  What 
do  you  mean  by  speech?  By  articulate  speech?  On  which  one 
of  the  words,  dumb  animal,  should  the  stress  be  laid?  Why? 
What  is  the  difference  between  wild,  tame  and  domestic  ani- 
mals? Give  an  example  of  each.  What  is  meant  by  owning  an 
animal  ?  AVhat  rights  does  ownership  of  an  animal  give  the 
owner?  What  duties  does  ownership  of  an  animal  lay  on  the 
owner?  What  do  you  mean  by  using  an  animal ?  Give  examples. 
By  abusing  an  animal?  Give  examples.  Does  ownership  of  an 
animal  give  the  owner  the  right  to  abuse  him?  Why?  Does 
anything  give  such  a  right  to  anybody?  Why?  What  are  an 
animal's  own  rights  which  stand  in  the  way  of  anyone  having  a 
right  to  abuse  him? 


Horses  and  What  We  Owe  Them. 

EVERYBODY  owes  a  great  deal  to  horses,  whether  he  owns 
and  uses  any  himself  or  not.  That  has  been  true  for  thou- 
sands of  years,  ever  since  history  began,  just  as  it  is  today.  Their 
.strength  and  speec,!  are  so  great  compared  to  ours  that  a  great 
deal  of  the  work  we  do  all  over  the  world  could  not  be  done  at 
all  without  their  help.  The  cost  of  doing  many  other  kinds  of 
work  would  be  so  great  without  the  help  of  horses  that  we  could 
not  afford  to  do  it.  If  we  had  not  had  the  help  of  horses  in 
time  past  so  much  of  the  work  done  then  could  not  have  been 
done  that  the  nations  of  the  world  would  not  exist  as  they  now 
do.  The  lack  of  them  would  have  made  so  great  a  difference  that 
towns,  cities  and  countries  would  not  exist  as  they  are  now  and 
we  probably  would  not  be  here  to-day.  They  have  helped  very 
greatly  to  make  the  world  that  we  live  in  and  enjoy  what  it  is. 


HORSES  AXD  WHAT  WE  OWE  THEM. 


Stop  and  think  what  it  would  be  like  if,  all  at  once,  there 
were  no  horses  any  more ;  you  would  then  see  how  much  we  have 
to  depend  on  them.  There  would  be  no  way  of  plowing  farms 
and  gardens,  or  of  hauling  crops  to  market.  There  would  be  no 
hauling  of  goods,  coal,  lumber  or  stone,  and  no  need  of  wagons 
or  carriages.  Almost  all  kinds  of  business  would  have  to  stop 
for  a  while  until  some  other  waj'  of  doing  the  work  that  horses 
do  could  be  found. 

* 


Which  is  the  most  useful  of  all  animals  to  us?  How  and 
why  ?  What  did  horses  have  to  do  with  the  clothes  you  have  on  ? 
Give  all  the  ways  you  can  think  of.  What  did  they  have  to  do 
with  building  the  house  you  live  in?  The  bed  you  sleep  in? 
The  food  you  ate  this  morning?  The  bread?  ]\Ieat?  Milk? 
Fruit?    Your  shoes?    Your  hat?    This  school?    How  would  you 


4    DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

have  gottea  all  these  things  if  there  were  no  horses?     Bring 
some  stoties  about  horses. 


Horses  and  What  We  Owe  Them. 

Second  Lesson 

ALMOST  everything  we  have  and  use  depends  in  some  way  on 
the  help  of  horses,  even  things  which  at  first  thought  do  not 
seem  to  have  anything  to  do  with  them.  It  is  the  same  in  city 
and  country.  It  is  the  same  in  peace  and  war.  Their  work 
helped  to^buildriiilroad  trains  and  even  the  ships  on  the  sea. 

If  yoh  stop  to  think  how  much  our*  progress,  our  comfort, 
our:  happiness  and  even  our  lives  depend  on  horses,  you  will 
begin  to  love  and  respect  them  as  they  deserve.  We  owe  them, 
therefore,  great  debts  of  justice,  gratitude  and  kindness  in  every 
way  for  what  they  do  for  us.  Besides  what  wt  owe  them  on 
our  account  they  have  a  right  to  be  well  treated  for  their  own 
sakes.     "We  owe  them  whatever  thev  have  a  right  to  have. 


Describe  how  horses  are  u.sed  in  five  different  kinds  of  work. 
Describe  the  different  ways  in  which  horses  suffer  in  war,  and 
point  out  the  difference  if  any.  Describe  what  you  mean  by 
our  progress,  comfort  and  happiness  which  depend  so  much  on 
horses.  Describe  what  you  mean  by  the  justice,  gratitude  and 
kindness  we  owe  horses  on  our  own  account.  Explain  why 
horses  have  a  right  to  be  well  treated  on  their  own  account. 
Ought  you  to  treat  a  hired  horse  as  well  as  one  you  own?  Why? 
Describe  how^  houses  help  to  build  railroad  trains  and  ships. 
For  whom  do  horses  work?  Fight  in  war?  What  do  they  get 
out  of  their  work  and  suffering?  Wlio  gets  the  rest  of  what 
their  efforts  produce? 


HOW  MUCH  ANIMALS  ARE  LIKE  US. 


How  Much  Horses  and  Other  Animals  Are  Like  Us, 


like    us 
in  most 


HORSES  and  all  the  higher  dumb  animals  are 
in  most  ways  instead  of  beintr  different  from  us 
ways.  IMany  people  think  be- 
cause horses,  for  instance,  are 
covered  all  over  with  hair,  or 
because  they  walk  on  four 
legs,  or  because  they  cannot 
talk  or  because  they  eat  grass 
they  are.  therefore,  entirely 
different  from  us.  The  truth 
is  that  in  nearly  all  important 
respects  we  and  they  are  alike. 

Their  bodies  are  made  of 
flesh  and  blood  and  bones  and 
nerves  like  ours,  even  if  their 
loolts  and  ours  are  different. 
The  necessities  of  their  lives 
are  the  same  as  ours.  The 
causes  of  their  pain  and  pleas- 
ure are  the  same  in  nearly 
all  cases  as  the  causes  of  ours. 

The  nearer  they  approach 
us  in  intelligence  the  more  like 
us  they  become.  Their  minds 
are  like  ours  as  far  as  they  go.  They  think,  remember  and  reason 
from  cause  to  effect,  and  from  effect  back  to  cause.  When  a 
borse  watches  a  man  open  a  bam  door  by  unfa.stening  a  latch 
and  afterwards  unfastens  the  latch  himself  in  order  to  get  into 
the  barn  he  reasons  that  unfastening  tlic  latdi  will  let  him  into 
the  barn.  When  a  cat  mews  for  her  supper,  oi-  a  dog  scratches  at 
the  door  to  get  in,  they  remember  that  by  doing  so  before  they 


Peeking  'round  the  ba 


6   DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

fjot  what  they  wanted,  and  reason   that  if  they  do  so  again  they 
will  again  be  supplied. 


How  many  senses  have  yon  and  what  are  they?  How  many 
senses  has  a  horse  or  other  like  animal  and  what  are  they  1  Name 
ten  things  you  do  which  a  horse  does  also.  Name  ten  things  you 
need  which  an  animal  like  a  horse  or  cow  or  dog  needs  also. 
Name  ten  things  which  would  give  you  pleasure  and  ten  things 
which  would  give  an  animal  pleasure.  Ten  things  which  would 
give  either  of  you  pain.  What  would  you  do  if  you  were  hun- 
gry and  had  nothing  to  eat?  What  would  a  horse  do?  What 
could  he  do?  If  you  were  thirsty  but  had  your  hands  tied,  were 
dumb  and  then  tied  to  a  post,  or  shut  up  in  a  barn  and  tied, 
how  would  you  get  water  ?  In  how  many  ways  would  your  con- 
dition then  be  like  that  of  a  horse  or  cow  or  dog  tied  up  or  shut 
up  in  a  barn  ?  Name  ten  ways  in  which  you  can  use  your  hands 
and  arms  in  which  a  horse  or  cow  cannot  use  their  hoofs  and 
legs.  When  you  are  scared,  teased,  nervous,  anxious,  cold,  sick, 
tired,  shut  up  against  your  will,  punished  unjustly,  or  spoken  to 
harshly  and  unkindly,  what  can  you  do  to  relieve  youi-self  from 
each  or  all  of  these  things?  What  could  an  animal,  if  tied  or 
shut  up,  do  to  relieve  himself  from  any  one  of  these  things? 
Tell  all  the  ways  you  can  think  of  in  which  horses  are  like  us. 


HOW  MUCH  ANIMALS  ARE  LIKE  US. 
How  Much  Animals  are  Like  Us 


They  are  sometimes 
They  love  their  friends 


Second  Lesson 

ANIMALS  also  have  feelings  like  onrs. 
even  more  sensitive  than  we  a 
and  hate  their  enemies,  are 
glad  and  sad,  have  fear,  an- 
ger, jealousy,  hope  and  joy, 
feel  sorry  and  are  hurt  just 
like  us.  It  is  very  easy  to 
hurt  the  feelings  of  most  ani- 
mals. Some  great  horse  breed- 
ers discharge  any  servant 
who  speaks  harshly  to  one  of 
the  horses.  It  hurts  the  feel- 
ings of  animals  to  scold  them 
and  makes  them  happy  to 
praise  them  just  as  it  does  us. 
They  show  their  feelings  in 
the  expression  of  their  faces 
and  in  their  actions  just  as 
we  do. 

The  more  you  think  and 
study  about  this  and  the  bet- 
ter acquainted  yon  get  with 
animals  the  more  plainly  you 
will  see  that  in  only  a  few  v\u>gi„nj.  lU- b<.by 

things  they  are  different  from  us,  and  in  all  the  rest  they  are 
like  ns.    The  higher  animals  are  more  like  us  than  the  lower  ones. 

The  ones  we  keep  with  us  arc  more  like  us  than  those  wlio 
do  not  live  with  us.  The  more  we  talk  to.  pet  and  treat  them 
kindly  the  more  they  grow  to  be  like  us. 

To  illustrate  this:  we  take  a.  great  deal  of  i)l<';i.sur('  in  the 


8        DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

different  pleasant  flavors  of  the  things  we  eat.  It  is  the  same 
with  animals.  IMoreover,  they  learn  to  like  many  flavors  when 
they  are  given  a  chance  to  try  them,  often  the  same  flavors  we 
like.  Like  ourselves,  also,  one  animal  likes  a  certain  flavor  while 
another  animal  of  the  same  kind  dislikes  it.  Not  all  horses  like 
the  same  kind  of  hay  or  grass. 

We  look  forward  with  pleasant  anticipation  to  onr  meals, 
to  rest  and  sleep,  and  to  other  things  we  enjoy.  Animals  do  the 
same.  We  are  disappointed  when  we  fail  to  get  what  we 
expected.  Animals  are  disappointed  in  exactly  the  same  way. 
For  that  reason  we  should  never  tease,  or  disappoint  animals  by 
withholding  or  withdrawing  what  has  been  promised  them. 
They  look  fonvard  to  their  food,  rest  and  the  few  pleasures  or 
comforts  they  expect  or  are  used  to,  and  are  bitterly  disappointed 
and  downcast  when  deprived  of  them,  exactly  as  you  are. 


How  many  senses  have  you  and  what  are  they?  Does  an 
animal  have  the  same  ones?  Name  ten  things  each  which  you 
do,  which  you  need,  which  give  you  pleasure,  which  give  you 
pain,  and  then  see  how  many  of  each  of  these  are  true  also  of  a 
horse  or  other  animals.  If  you  were  hungry  or  cold  how  would 
you  get  food  or  warmth  if  your  hands  Avere  tied,  or  you  Avere 
unable  to  speak  and  Avere  tied  to  a  post,  or  shut  up  in  a  barn  ? 
Describe  all  the  different  Avays  in  Avhich  you  could  get  relief  if 
suffering  Avhen  a  suffering  animal  could  not.  Describe  your 
feelings  AA'hen  you  are  scared,  teased,  nervous,  anxious,  cold,  sick, 
tired,  shut  up  against  your  Avill,  scolded,  punished  unjustly, 
spoken  to  harshly  or  unkindly,  and  then  describe  an  animal's  feel- 
ings when  so  treated.  Describe  your  feelings  Avhen  you  are 
petted,  praised,  talked  to  kindly  or  given  any  kind  of  pleasure, 
and  then  describe  ;iii  Miiiiiial's  feelings  Avhon  h(^  is  treated  in  that 
Avay. 

Name  three  Avavs  in  which  von  lejirn  tliintrs.     In  bow  many 


TRAINING  COLTS  AND  DOGS.  9 

ways  does  a  horse,  dog  or  other  animal  learn?  Describe  your 
feelings  when  you  are  punished  for  what  you  do  not  know  or  un- 
derstand and  tell  why  you  feel  so.  Describe  fully  the  feelings  of 
a  horse,  dog  or  other  animal  when  so  treated.  Explain  fully  the 
effect  on  you  of  being  punished  unjustly,  or  being  treated  un- 
fairly. Describe  the  effect  on  an  animal  of  being  so  treated. 
Describe  some  of  the  things  which  make  a  boy  or  a  girl,  a  horse 
or  a  dog  timid  and  cowardly.  Explain  why  you  or  an  animal 
woulcl  not  like  to  be  shut  up  or  tied  up.  Explain  why  you  have 
a  right  to  enjoy  yourself,  and  why  an  animal  has  a  right  to 
enjoy  himself.  AVhen  have  you  not  a  right  to  enjoy  yourself? 
Describe  your  feelings  when  you  are  disappointed.  Describe 
the  feelings  of  a  horse  or  dog  when  he  is  disappointed.  Give 
ten  illustrations  of  ways  in  which  an  animal  can  be  disappointed. 


Colts,  Puppies,  Kittens  and  Other  Young  Animals 

ALL  young  animals  are  like  babies.  They  are  helpless  and  need 
to  be  treated  kindly,  petted  and  loved.  They  do  not  know 
anything  about  the  world  they  are  to  live  in  and  need  to  be 
taught  and  shown.  They  are  friendly  and  good-natured  and 
mean  well  but  they  do  not  know  any  better  than  to  always  do 
just  what  they  wish  to  do.  If  they  do  not  turn  out  well,  or  if 
they  misbehave,  it  is  because  they  have  not  been  taught  ami 
trained,  or  have  not  been  treated  well  and  well  brought  up. 

Children  do  not  know  how  to  behave  well  unless  they  have 
been  taught  and  trained,  and  ought  not  to  be  blamed  for  behav- 
ing badly,  unless  they  have  been  taught  how  to  behave  well. 
It  is  just  the  same  with  a  colt,  or  a  puppy,  or  a  kitten,  or  any 
other  young  animal.  They  need  to  be  taught,  trained  and 
brought  up,  just  like  children,  in  order  to  know  tvhat  they 
ought  to  do,  and  to  do  what  they  ought  to  do.  If  they  learn  bad 
habits,  or  are  unruly  or  ill-tempered  it  is  because  they  have  not 
been  well  taught  or  well  treated.    They  are  not  to  blame.    Their 


10      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


owners  who  did  not  l)rin<x  thorn  up  rightly  arc  the  ones  wlio  are 
to  blame. 

A  very  little  baby  cannot  do  much  for  a  long  time  but  eat, 
sleep  and  grow,  but  most  young  animals  are  not  quite  so  helpless 
as  that,  or  else  their  helplessness  does  not  last  so  long  as  that  of 
a  baby.  Some  animals  begin  to  learn  almost  as  soon  as  they  are 
born. 

^ 


What  can  a  very  little  colt  do  that  a  baby  cannot  do?  A 
puppy?  A  kitten?  What  are  some  of  the  things  a  baby  has  to 
learn?  A  colt,  puppy  or  kitten?  How  do  children  learn  good 
manners?  What  do  you  mean  by  being  well-behaved?  What 
are  some  of  the  things  you  have  to  do  or  be  in  order  to  be  a  good 
boy  or  girl?     Tn  ()rd(M-  to  be  well-behaved?     To  be  a  bad  boy  or 


TRMSIXG  COLTS  .LV/>  OOr/.^.  11 

girl?  To  be  a  badly-behaved  boy  or  girl?  What  is  the  dif- 
ference between  being  bad  and  being  badly  behaved?  Describe 
a  good  and  bad  boy  and  girl.  Describe  a  good  dog,  horse,  cat  or 
other  animal.  What  are  some  of  the  bad  habits  of  horses,  dogs, 
cats  and  other  animals?  ITow  would  you  make  a  horse  or  ilog 
well-behaved  ? 

What  would  you  say  of  anybody  who  tried  to  scare  or  hurt 
a  baby  1  Of  anybody  who  tried  to  hurt  or  scare  a  young  animal  ? 
Why  ?  Wliy  is  it  mean  and  cowardly  to  hurt  or  scare  anything 
weaker  or  which  knows  less  than  you  do  ?  W^hat  is  it  to  be  mean  1 
Cowardly?  Can  anybody  Avho  is  brave  and  good  be  mean? 
Why  should  young  animals  be  petted  and  loved  ?  Why  is  it  a 
brave  and  good  thing  to  protect  and  care  for  anything  weaker  or 
which  knows  less  than  you  do?  Bring  some  stories  about  colts, 
calves,  puppies,  kittens  and  any  other  young  animals  you  know 
about. 


Training,  Teaching  or  Breaking  Colts  and  Dogs 

WK  SPEAK  of  teaching  or  training  a  baby  or  older  child.  We 
never  speak  of  "breaking"  a  child.  But  people  talk  of 
"breaking"  a  colt,  horse  or  dog  as  if  there  must  be  something 
rough,  harsh  and  violent  about  teaching  them. 

The  usual  way  of  teaching  or  training  a  hoi*se  or  dog  is 
really  "breaking"  them,  whipping  or  beating  them,  breaking 
their  spirits,  making  them  afraid,  or  being  cruel  and  rough  with 
them  in  other  ways.  It  does  not  need  to  be  so,  and  the  kind 
and  gentle  way  is  far  better.  The  men  who  teach  and  train  ani- 
mals are  verv'  often  men  who  are  not  kind,  patient  and  gentle 
but  are  men  who  take  pleasure  in  being  rough  and  cruel  with 
animals  because  they  are  helpless.  Very  often  tliey  do  not  know 
enough  to  see  that  the  kind  way  is  the  best  way. 

They  are  often  quick-tempered  and  in  too  nuifh  of  a  hurry 


1L»      Dl.Mli  AM.MALS  AND  llOW    TO  TREAT  TJIEM. 


Instead  of  taking  time,  being  patient  and  showing  the  colt,  for 
example,  what  they  want  him  to  do,  so  that  he  understands  what 
it  is,  and  that  they  are  not  going  to  hurt  him,  they  force  him 
to  do  what  they  want  ^vithout  liis  luiderstanding  it. 

Generally,  colts  are  I<'t  run  and  do  as  they  like  till  they  are 
three  or  four  years  old.  We  do  not  begin  teaching  them  young 
enough.  So  when  we  do  begin  to  teach  a  colt  he  does  not  know 
what  to  do  or  where  to  go,  he  wants  to  have  his  own  way  and  do 
as  he  likes  as  he  always  has  done.  The  harness  hurts  him,  the 
men  shout  and  speak  harshly  to  him,  he  is  whipped  and  he  does 
not  know  what  for,  but  knows  it  hurts.  He  does  not  know  what 
the  shouts  and  harsh  words  are  for.  but  they  scare  liiin.  What- 
ever he  doe.s  appears  to  him  to  be  wrong. 

At  last  he  gets  nervous  and  bewildered,  and  sometimes  sulky 
and  sullen  because  he  is  discouraged  and  feels  he  is  not  being 
treated  rightly,  just  as  you  have  felt  sometimes  when  you  have 
felt  you  were  not  being  treated  justly.     Tie  feels  as  if  whatever 


TRAINING  COLTS  AND  DOGS.  13 

he  does  will  be  wrong,  that  he  will  be  whipped  and  hurt  whether 
he  deserves  it  or  not,  exactly  as  you  have  felt  under  similar 
treatment. 

Sometimes  such  unkind,  unjust  and  cruel  treatment  spoils 
his  disposition  for  all  the  rest  of  his  life.  Sometimes  by  abuse 
and  bad  treatment,  while  being  "broken,"  his  spirit  is  really 
broken.  That  means  he  loses  his  ambition  and  courage  and 
becomes  a  dull,  listless  and  hopeless  creature  who  lives  out  the 
rest  of  his  life  unhappy,  dejected  and  cowed. 

Never  forget  that  horses,  dogs  and  all  other  animals,  as  far 
as  thej^  know  and  can  know,  are  exactly  like  boys  and  girls  in 
their  feelings,  exactly  like  you  yourself.  In  all  your  dealings 
with  dumb  animals,  young  or  old,  think  how  you  would  feel  if 
you  were  in  their  place,  not  able  to  help  yourself,  and  they  in 
yours,  with  power  over  you.  Then  you  will  know  partly  how 
they  feel  and  will  treat  them  more  nearly  as  they  ought  to  be 

treated. 

^ 

"Why  is  it  wrong  to  speak  of  "breaking"  a  colt?  What 
would  be  better  words'?  Explain  fully  how  you  would  teach  or 
train  a  baby,  a  colt,  a  kitten,  a  puppy.  Why  is  it  a  bad  thing  to 
hurt  or  scare  a  young  animal  while  you  are  teaching  him? 
When  you  are  teaching  a  colt  or  a  dog  would  you  whip  or  scold 
him  if  he  did  not  understand  you?  Why?  What  would  you  do? 
Would  you  get  angry  or  out  of  patience  with  him  ?  Why  ?  How 
soon  do  you  begin  teaching  the  baby?  The  colt,  or  the  puppy? 
Why  do  you  not  wait  till  the  baby  is  several  years  old  before 
you  teach  him  anything?  AVliy  wait  till  the  colt  is  several  years 
old?  Which  can  hear  the  better,  you  or  a  horse?  You  or  a  dog? 
Why,  then,  do  people  shout  at  horses  and  dogs  when  talking  to 
them  ?  What  would  be  better?  Ts  it  a  good  or  liad  thing  to  speak 
roughly  or  harshly  to  a  baby?  To  a  puppy?  To  a  horse?  To  a 
cow?  To  any  animal?  Why  in  oar-li  nf  fhr'so  cases?  Explniii 
fully  how  vou  would  teach  a  colt. 


U      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

Training,    Teaching    or     "Breaking"     Colts,     Dogs     and 
Other  Animals 

Second  Lesson 

W]]  HAVE  learned  tliat  the  best  way  to  teach  a  colt,  puppy  or 
other  animal  is  to  pet,  coax  and  encourage  him  in  exactly 
the  same  way  we  do  a  baby,  or  an  older  child.  If  we  wish  him  to 
learn  to  come  or  to  go,  we  e:ently  pull  or  push  him,  being  care- 
ful not  to  hurt  or  scare  him,  but  by  gentle  means  show  him  what 
we  want  him  to  do.  We  must  not  discourage  him  by  giving  him 
something  too  hard  to  understand  or  to  do,  nor  must  we  be  dis- 
couraged if  it  takes  a  long  time  to  teach  him.  If  we  start  with 
a  little  colt  and  get  him  used  little  by  little  to  the  different 
parts  of  a  harness,  to  being  hitched,  to  drawing  a  little  cart,  to 
the  words  of  command  and  so  on,  by  the  time  he  is  grown  up  he 
will  1)0  a  well  educated  horse  without  knowing  how  or  when  he 
came  to  be  so.  But  when  it  is  not  possible  to  begin  with  him  as " 
a  little  colt  the  means  and  method  should  be  the  same.  That  is. 
take  time,  have  patience,  .show  liiiii  what  you  want  and  teach 
him  little  by  little. 

How  would  you  teach  a  colt  to  carry  a  saddle?  A  harness? 
To  come  to  you?  To  go  from  you?  To  stop?  To  back?  To  pull 
a  load  ?  How  would  you  teach  a  dog  to  go  ?  To  come  ?  To  stop  1 
To  lie  down?    To  sit  down?    To  roll  over? 

Would  y<Mi  l.ilK-  loudly  or  scold  them  while  teaching  them 
these  things?  Why  .'  If  you  gave  an  animal  you  were  teaehinir 
something  too  hard  for  him  to  understand  or  to  do,  what  would 
be  the  effect  on  him?  If  yon  then  scolded  or  punished  him  what 
would  be  the  effect? 

When  a  horse  gets  discouraged,  feels  that  he  is  not  treated 
ri^^ditly  and  it  is  no  use  to  try,  what  name  do  we  give  that  kind  of 
a  hor.so?  Whose  fault  is  it?  Ought  the  hoi-se  to  be  punished? 
Why?  AVhat  would  you  do  to  cure  a  balky  horse?  AVhy? 
What    would    you    do    1o    keep    a    horse    from    IxM'oniiii'j    l)alk\-? 


HOW  TO  /  .\7> /•;/;>■ /.l.\7)  .\.\  DIALS. 


Conh\  you  say  that  a  iliscourju^'d.  sulky,  sullen  Imy  or  u'irl  is  a 
balky  boy  or  girl?  Ex}>laiu  fully  how  you  woubl  loa.-h  a  |»ui»|>y 
or  ilog. 


Ho. 


to   Uncicrstand    Animals   and    How 
Understand  You 


Make   Thcni 


WK  TALK  with  words  which  we  join  to'^'ctht  r  into  se 
and  in  that  way  say  anythinir  we  want  to.  Animals 
do  that.  Thoy  oan  utter  only  soiuids  and  eries  which  mean 
thinpTJi  to  them  as  much  as  our  words  and  sent.'n.-rj 
certain  things  to  us.  But  we 
can  only  guess  as  nearly  as 
we  can  what  the  cries  and 
sounds  of  animals  mean. 

In  order  to  understand 
what  a  horse  or  dog  or  other 
animal  means  or  wants  we 
have  to  watch  him  and  pay 
attention  to  what  he  <loes  and 
says  the  same  as  we  do  with  a 
baby  and  then  sue.ss  what  he 
means  and  wants  the  same  as 
we  do  in  the  baby's  case. 
When  an  animal  finds  out 
that  we  will  pay  attention  to 
him  when  he  is  trying  to  say 
-umething  to  us  and  will  give 
him  what  he  wants  as  soon 
as  we  know  what  it  is.  he  will 
begin  to  try  to  tell  us.  Hut 
if  we  pay  no  attention  to  him 
vhen  he  is  tryinir  to  tell  us 
>(>mething    he    will    soon    get 


nteners 
cannot 
certain 

:    iiii'an 


16      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

discouraged  and  think  it  is  of  no  use  to  try  to  tell  us  anytliins: 
any  more. 

Intelligent  animals,  especially  if  they  have  been  treated 
with  attention,  get  so  they  understand  a  great  deal  of  what  we 
say  and  become  very  clever  in  telling  us  what  they  want.  They 
often  understand  us  much  better  than  we  understand  them. 


Imagine  yourself  a  horse  and  explain  how  you  would  tell  us 
when  you  are  hungry,  thirsty,  tired,  lame  or  sick.  Tiiiauine  your- 
self a  dog  and  explain  fully  how  you  would  niak.^  it  known  if 
you  were  cold,  afraid,  out  of  breath,  had  the  headache  or  tooth- 
ache. How  would  you  tell  that  your  food  is  bitter  or  sour? 
How  would  you  get  things  different?  Explain  in  how  many 
ways  it  is  harder  for  animals  to  tell  what  they  want,  or  get  what 
they  need,  than  it  is  for  you  to  do  so. 

Imagine  yourself  dumb  and  with  hoofs  or  paws  instead  of 
hands,  then  tied  to  a  post  or  shut  up  in  a  barn,  what  would  your 
owner's  first  duty  to  you  be?  "What  else  would  be  his  duty 
toward  you?  Explain  fully  how  to  make  animals  undei-stand. 
Explain  fully  how  to  understand  animals. 

Liberty  of  Animals 

WE  GET  most  of  our  happiness  out  of  being  able  to  go  where 
we  want  to  and  do  what  we  want  to,  provided  it  is  not  wrong 
or  unwise.  That  is  liberty.  That  is  being  free.  No  matter  what 
else  we  may  have  we  aiv  nol  lia])py  uidcs.s  we  arc  free.  Of 
course,  we  (Hi'jlil  ii(»l  Id  d.i  ;in\tIiinL:-  wnuii:-  of  mnvisc.  Tf  we 
do  not  loiiiw  wlial  i-  wfniiL;  or  uinvisc  we  should  follow  \hv  ad- 
vice of  those  who  do  know.  To  bo  froo  do(\s  nof  mean  fn^odom  to 
do  what  is  wrong  or  foolisli. 

'I'o   be   subjcfl    jo    the   oi'di')-   of  soiiieouc   t'lsc    without    good 


IJlHHn  Y  OF  AMMALS.  17 

reason,  is  to  be  eitlier  a  prisoner  or  a  slave.  There  are  nuiiiy 
kinds  of  good  i^easons,  such  as  obedience  to  our  parents,  to  the 
hiw  or  to  tliase  wiio  have  autliority  over  us  for  any  i^ood  cause. 
But,  generally  speaking,  we  get  our  happiness  out  of  doing  wiuit 
we  want  to  when  it  is  right  and  does  no  other  creature  any  luirni. 
It  is  very  much  the  same  with  animals.  Each  one's  luippi- 
ness  depends  very  much  on  being  allowed  to  do  as  he  wants  to, 
unless  there  is  a  good  reason  for  keeping  him  from  doing  so. 
Whenever  an  animal  shows  that  he  wants  to  do  something  he 
should  be  allowed  to  do  it,  and  not  interfered  with,  unlass  there 
is  a  good  reason  for  interference.  We  should  not  tyrannize  over 
animals,  ''boss''  them,  make  them  do  what  the}"  dislike  or  keep 
them  from  doing  what  they  do  like,  unless  there  is  a  good  rejuson 
for  doing  so. 


What  is  it  to  be  a  prisoner?  A  slave?  To  be  free?  How 
many  kinds  of  animals  can  you  think  of  who  are  either  prisoners 
or  slaves?  What  do  you  owe  to  an  animal  you  deprive  of  his 
liberty?  AVhat  would  be  a  good  reason  for  depriving  an  aninuU 
of  his  freedom?  Imagine  yourself  an  animal  deprivt'<l  <>f  liberty 
and  describe  your  feelings. 


WHAT   Wl-J  on/-;  .l.\71/.t/..S'.  V,) 

What   We  Especially  Owe   to   Animals   Who   Belong  to 
Us  and  Serve  Us 

WHENEVER  it  is  in  our  power  to  do  scood  to  any  creature  we 
ought  to  do  it,  especially  if  the  creature  is  not  able  to  help 
himself.  There  are  cases  which  look  like  exceptions  to  this  rule 
but  in  reality  they  are  not  so. 

If  we  own  an  animal  we  ought  all  the  more  to  bu  gouil  to 
him.  He  has  a  right  to  expect  more  from  j'^ou  as  his  owner  than 
from  a  stranger.  If  an  animal  worfe  for  you  or  is  of  value  or 
service  to  you  you  owe  him  good  ti'eatmeiit.  It  is  your  debt  to 
him.    It  is  his  wages.    He  earns  it  just  as  you  earn  money. 

If  you  do  not  pay  the  debt  by  good  care  of  him  you  rob  a 
helpless  animal  of  his  pay.  You  cannot  pay  him  in  money  for  he 
could  not  use  it.  All  he  can  get  for  his  pay  is  good  care.  If 
you  do  not  pay  him  that  you  cheat  him.  It  is  bad  and  wicked 
enough  to  cheat  anybody  but  it  is  worse  and  meaner  and  more 
cowardly  to  cheat  a  helpless  dumb  animal.  You  can  never  rem- 
edy such  a  wrong.  You  can  pay  back  money  out  of  whicli  you 
have  cheated  someone,  but  you  cannot  make  up  for  the  comfort 
or  care  you  withheld  fi-om  an  animal.  The  chance  to  give  him 
that  is  gone  with  the  time  when  you  should  have  given  it  to  him. 


If  a  .strange  horse  came  aloii<_;-  tlic  i-mid  mid  sloixl  liungry. 
thirsty  or  cold  at  your  gate,  what  would  be  yoiii-  duty?  Wliy" 
Would  it  make  any  difference  if  he  had  worked  for  you?  If  you 
owned  him?  If  he  had  worked  for  you  but  was  now  old.  weak, 
sick  and  worthless?  Why?  Does  the  value  of  an  animal  have 
anything  to  do  w'ith  his  right  or  our  duty  toward  him  ?  Does  the 
wealth  or  poverty  of  a  man  or  woman  liave  anything  to  do  witli 
their  rights  and  our  duty  toward  them?  If  you  fouml  a  sick 
horse  or  other  animal  without  an  owner  what  would  be  your  (hity 


20      DUMB  ANIMALS  AND  HOW  TO  TREAT  TEEM. 

to  him?  Why?  If  he  had  an  owner?  Why?  If  you  had  only 
food  enough  for  your  own  animals  and  a  strange  horse  or  dog 
or  cow  came  and  stood  hungry-  and  suffering  at  your  gate,  or  if 
you  knew  of  such  an  animal  what  would  you  do?  Why?  State 
clearly  the  rights  of  an  animal  from  strangers.  From  his  owner. 
Explain  fully  how  you  think  you  ought  to  treat  your  own 
animals. 


What  We  Owe  Animals 

WHEN  any  person  or  any  animal  ha.s  been  i)laced  by  any  act 
of  ours  where  he  suffers  or  where  he  cannot  help  himself,  he 
has  an  especial  right  to  expect  us  to  help  him  out  and  to  see  that 
he  does  not  suffer.  We  owe  him  that  for  being  responsible  for 
his  misfortune. 

But  it  is  also  true  that  when  any  person  or  any  animal  is  in 
need  of  help.  Avhether  through  our  fault  or  not,  it  is  our  duty  to 
do  all  we  can  to  help  him.    This  needs  some  explanation. 

Since  we  cannot  take  care  of  all  people  or  all  animals  who 
need  help,  we  have  to  use  good  judgment  and  help  first  those 
who  have  the  first  claim  on  us.  Persons  we  are  related  to.  ani- 
mals we  own,  either  persons  or  animals  to  whom  we  owe  gratitude 
for  services  they  have  done  us,  promises  we  have  made,  severity 
of  their  need  or  their  suffering,  or  some  other  such  claim — all 
such  things  have  to  be  thought  of.  Every  case  must  be  .iudged 
by  it'self. 

We  must  also  consider  ourselves,  our  own  neetls  and  oui-  own 
importance  relative  to  that  of  others.  Most  of  us  are  selfish 
enough  to  think  of  ourselves  first.  Generally  the  danger  is  that 
we  win  think  too  much  of  ourselves. 

We  can  ourselves  relieve  only  a  very  small  part  of  the  suf- 
fering in  the  world.  We  have  to  use  good  sense  and  judgmeui 
about  what  wc  trv  to  relieve.     When  wc  cannot  do  it  ourselves 


PROFIT  MADE  BY  lUNDNEtiii.  21 

or  even  wlieu  we  can,  if  there  is  some  one  whose  duty  it  is  to  re- 
lieve it,  it  is  better  and  more  nearly  jiust  to  see  that  he  does  it  than 
to  do  it  ourselves.  It  is  better  to  make  the  owner  of  a  hungry 
animal,  for  instance,  feed  that  animal  than  to  do  it  ourselves. 
The  first  thing  to  do  is  to  see  that  he  is  fed,  and  then  that  the 
right  person  does  it  or  pays  for  it.  The  same  principle  is  true  of 
other  kinds  of  need  and  suffering. 


Explain  what  you  mean  by  "using  good  judgment  and 
sense"  in  our  efforts  to  relieve  distress  and  do  good.  Explain 
why  it  is  better  to  make  people  do  their  duty  than  to  do  for  them 
what  they  ought  to  do.  What  do  you  mean  by  owing  something? 
Can  we  owe  things  besides  money?  Give  examples.  AVhy  ought 
we  to  pay  our  debts  ? 


The  Profit  to  be  Made  by  Kindness  to  Domestic  Animals 

THE  United  States  government  in  Washington  knows  so  well 
how  Avell  it  pays  to  treat  domestic  animals  properly  that  it 
helps  to  support  Agricultural  colleges  all  over  the  United  States, 
a  part  of  whose  w^ork  it  is  to  teach  the  right  way  to  take  care  of 
animals.  The  government  also  employs  the  most  famous  scien- 
tific men  it  can  find,  who  have  made  special  studies  of  animals, 
to  write  books  which  tell  how  to  take  care  of  them  in  the  best 
way.  These  books  are  then  published  by  the  government-  and 
circulated  over  the  country. 

The  Department  of  Agriculture  is  one  of  the  great  divisions 
of  the  national  government  in  Washington  and  its  .secretary  is  a 
member  of  the  President's  cabinet.  One  of  the  most  important 
parts  of  the  Department  of  Agriculture  is  the  Bureau  of  Animal 
Industry,  which  spends  all  its  time  studying  animals  in  certain 
w^ays.    The  publications  of  the  Bureau  of  Animal  Industry  have 


■2-2      DiMB  AMMALS  AND  HOW  TO  TREAT  THEM. 

taught  jicople  the  best  ways  to  treat  aiiiiuals  and  the  importance 
of  being  kind  to  them. 

The  government  also  keei)s  track  of  liuw  many  of  each  kind 
of  domestic  animals  there  are  in  the  country,  how  much  they  are 
worth  and  how  much  some  of  them  produce.  The  census  of  1900 
shows  that  there  are  nearly  70,000,000  head  of  cattle,  worth  over 
.$1,500,000,000;  nearly  25,000,000  horses  and  mules,  worth  over 
$1,200,000,000 ;  and  more  than  125,000,000  sheep,  hogs  and  goats, 
worth  over  $400,000,000.  The  18,000,000  cows  kept  for  milk  give 
almost  $500,000,000  worth  every  year  in  milk,  butter  and  cheese. 
The  niniibers  of  these  animals  is  growing  fast  all  the  time,  and 
so  is  the  value  of  what  they  produce  and  their  own  average  value. 
There  are  many  more  of  them  now,  and  their  value  is  much 
greater  now  than  was  the  ease  in  1900.  Next  year  and  every 
year  there  will  be  still  more. 

The  value  of  all  these  animals  depends  on  how  much  work 
they  can  do,  how^  long  they  can  do  it  and  on  how  much  they  pro- 
duce or  are  worth  for  food.  Accordingly,  the  longer  a  horse  is 
likely  to  live,  and  at  the  same  time  be  well,  strong  and  able  to 
work,  the  more  he  is  w^orth.  The  more  or  better  milk  a  cow  pro- 
duces the  more  she  is  worth.  The  heavier  and  larger  an  animal 
for  beef  or  mutton  grows  the  more  he  is  worth. 

Most  animals  in  the  country  are  generally  better  treated  than 
those  in  cities.  Some  kinds  of  work  are  especially  hard  on 
horses.  They  are  nsually  put  to  work  at  from  tliree  to  four 
years  old.  Horsemen  say,  that  if  all  horses  were  kindly  and  intel- 
ligently treated  from  birth  to  death,  properly  fed,  watered,  shel- 
tered, bedded,  harnessed,  worked,  rested,  taught,  doctored  and  oth- 
erwise cared  for,  they  would  on  the  average  be  as  good  at  twenty- 
five  years  old  as  they  now  are  at  fifteen  or  sixteen  years  old. 
Dairymen  say  that  if  cows  were  treated  in  the  same  way  they 
would  produce  from  a  quarter  to  a  half  more  milk  than  they  do 
now.     Stockmen  sny  that  eattle  so  treated  weigh  a  quai-ter  to  a 


FEEDINU  AMMALS.  23 

half  more  than  they  do  wheu  not  so  cared  for  and  that  the  dif- 
ference in  the  way  cattle  are  treated  often  makes  one  worth  more 

than  twice  as  nuich  as  another. 


From  the  figures  given  what  is  the  average  value  of  tlie 
horses  and  mules  in  this  country  /  Suppose  a  horse  begins 
work  at  four  years  old  and  stops  at  sixteen,  what  is  each  year  of 
his  wo^'king  life  worth?  If  good  treatment  would  add  a  year  to 
his  working  life  what  would  it  be  worth  and  what  would  it 
amount  to  for  all  the  horses  and  mules  in  this  country?  Two 
years?  Four  years?  Ten  years?  If  good  treatment  of  cows 
would  add  one  quarter  to  their  milk  production,  what  would  it 
amount  to  for  all  the  cows  in  the  country  for  a  year  ?  If  a  horse 
costs  fifty  cents  a  day  to  keep  and  earns  a  dollar  a  day  for  two 
hundred  and  fifty  working  days  each  year,  how  much  a  year 
does  he  earn  for  his  owner?  If  the  best  treatment  of  him  possible 
would  add  a  year  of  working  life  to  his  age  what  would  be  the 
owner's  gain?  Two  years?  Five  years?  Ten  years?  In  how 
many  ways  can  you  increase  the  value  of  an  animal?  A\'liv  cini 
you  not  expect  an  animal  to  grow  l)ig  and  sti-ong  if  he  is  not 
well  cared  for? 


Feeding  Animals 

EVERY  animal  has  a  right  to  have  proper  food  according  to 
his  kind.  That  means  that  he  has  a  right  to  have  enough 
food  ;  to  have  it  regidarly  ;  to  have  a  variety  -.  and  to  have  what  he 
likes  and  enjoys. 

Animals  that  feed  on  grass,  hay  and  similar  foods  iicmI  1o 
be  fed  often  and  in  large  quantities,  for  such  food  does  nol  con- 
tain much  nourishment  and  they  have  to  eat  a  good  deal  of  it. 
For  this   reason  such   animals  have  large  stomachs  and   their 


!4  DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


stomachs  need  to  be  kept  filled  most  of  the  time.  Meat-eating 
animals  do  not  need  to  be  fed  so  often  or  so  much  for  their  food 
contains  concentrated  nourishment. 

But  all  animals  should  have  enough  so  they  will  not  suf- 
fer from  hunger.    Their  food  should  not  be  musty,  moldy,  sour. 

bitter,  spoiled  or  unwhole- 
some in  any  way,  any  more 
than  your  food  should  be  any 
of  those  thing.s. 

They  do  not  want  to  eat  the 
same  thing  all  the  time  any 
more  than  you  do.  So  they 
ought  to  have  a  variety.  They 
like  it  better  and  their  health 
will  be  better. 

They  need  to  be  fed  regu- 
larly because  it  keeps  them 
from  hunger  and  is  better 
for  their  health  and  strength. 
They  ought  also  to  have  what  they  like  because  their  appetites 
are  better,  their  food  does  them  more  good  when  they  like  it,  and 
because  they  have  a  right  to  enjoy  what  they  eat,  just  as  you 

have,  i    . 

Besides  the  dried  grasses  and  grains  which  make  the  chief 
food  of  horses,  cows,  sheep  and  other  like  animals  when  they 
are  not  pasturing,  they  like  vegetables,  meal,  bran  and   fruit. 

Dogs,  cats  and  other  carnivorous  animals  learn  quickly  to 
like  cooked  meat  as  well  as  raw  meat,  beside  milk,  bread  and 
almost  all  kinds  of  cooked  vegetables. 

Birds  like  seeds,  fruit,  fresh  pieces  of  vegetables  and  a 
variety  of  other  food.  The  more  closely  confined  animals  are  kept, 
the  more  pains  must  be  taken  with  their  food  to  keep  them  in 
good  health.  When  possible  give  animals  what  they  like  and  at 
regular  times,  remembering  that  one  of  the  rognlnr  plonsnros  of 


Dead  of  starvation.  Railroad  tricycle  with 
officer  of  Child  and  Animal  Protection 
bringing  hay  came  too  late  for  this  horse 
but  saved  many  others 


BEDS  FOR  ANIMALS.  25 

your  own  life  is  to  have  a  variety  of  things  you  like  to  eat,  and 
that  it  is  exactly  the  same  with  them.  Besides,  they  have  far 
fewer  other  pleasures  than  you  have. 

If  a  healthy  and  hungry  animal  refuses  to  eat  the  food  you 
give  him,  do  not  try  by  hunger  to  make  him  eat  it  anyway.  It 
is  a  sure  sign  that  he  does  not  like  it  and  that  it  is  probably 
not  good  for  him. 

Give  two  reasons  why  it  would  lie  wrong  to  make  you  oat 
moldy  bread  or  spoiled  meat.  Two  reasons  why  it  would  be 
wrong  to  give  a  horse  moldy  hay  or  musty  grain.  What  would 
you  do  about  it  if  you  were  dumb,  had  your  hands  tied  and  were 
then  shut  up  Mith  nothing  to  eat  or  drink  but  spoiled  food  and 
dirty  water  .'  AVliy  ought  you  and  all  other  animals  to  have  food 
regularly?  To  have  fresh  water?  Wlien  both  are  hungry,  which 
ought  you  to  feed  first,  yourself,  your  horse  or  your  dog  ?  Why  1 
Give  three  reasons  why  an  animal  belonging  to  you  has  a  right 
to  expect  you  to  see  that  he  is  comfortable  and  happy.  Three 
reasons  why  it  is  cowardly  and  mean  to  let  your  animals  suffer 
while  you  are  comfortable.  Why  ought  you  to  have  food  you 
like?  Why  should  animals  have  food  which  tastes  good?  Name 
all  the  things  you  can  think  of  which  you  like  to  eat.  Name  all 
the  thinss  a  dog.  horse  or  cow  likes  to  eat. 


Beds  for  Animals 

IF  YOUR  bed  is  not  a  comfortable  one  you  are  not  rested  and 
refreshed  by  sleep  as  you  would  be  if  it  were  a  good  bed. 
A  good  bed  is  dry,  smooth,  level  and  soft.  A  good  bed  for  an 
animal  would  be  a  good  bed  for  a  man  in  these  respects. 

A  man  can  make  a  bed  for  himself,  but  an  animal  has  only 
hoofs  or  paws,  and  when  he  is  confined,  as  most  domestic  ani- 
mals always  are,  he  has  to  lie  down  wherever  he  is  kept  and  on 
whatever  his  master  gives  him.     lie  cannot  help  himself  or  find 


126      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

a  good  bed  or  a  good  place  for  one,  but  has  to  take  what  he  can 
get  or  what  is  given  him.  Wild  animals,  or  animals  at  liberty, 
can  generally  find  and  make  beds  for  themselves. 


^ 


What  are  the  four  things  necessary  to  make  a  good  bed,  and 
why  are  they  necessary?  Why  is  a  good  bed  necessary?  Name 
all  the  things  you  can  think  of  which  a  horse  working  for  you 
ought  to  get  as  part  of  his  wages.  Ought  he  to  have  them  any- 
way, whether  he  Avorks  or  not?  Why?  Why  is  it  so  cowardly 
and  mean  to  cheat  an  animal  out  of  his  rights?  A  child?  A 
woman?  An  old  man?  Name  the  things  a  bed  for  yourself 
ought  not  U)  bo.    A  bed  for  a  dog.    For  a  horse.    For  a  pig. 


Shelter  for   Animals 

ALL  WARjM-BLOODED  animals  need  shelter  from  storms  and 
bad  weather.  There  are  almost  no  exceptions.  Tn  their  wild 
state  they  find  it  for  themselves  as  far  as  they  cnii.  Tn  their 
tame  state  they  need  it  even  more,  for  they  are  not  hardened 
and  toughened  by  exposure  so  as  to  do  without  it.  Tn  lliis  way 
as  in  most  others  they  are  like  us.  If  they  are  strong,  young 
and  well,  they  do  not  need  shelter  so  much  -.  if  weak,  old  or  sick 
they  need  it  more.  If  they  are  used  to  being  out  of  doors  and  to 
the  changes  of  temperature  and  weather  they  do  not  need  shelter 
so  much,  as  they  otherwise  do. 

When  the  time  for  rest  and  sleep  comes  all  animals  instinc- 
tively seek  slielter.  Horses  exposed  to  storms  and  rough  weather 
while  at  work,  especinlly  need  a  sheltered  place  in  which  to  rest 
and  sleep. 

All  animals  not  well  sheltered  require  far  more  food  than 
if  w  ai-mly  and  comfortably  kept.  They  not  only  suffer  pain  from 
fold,   wcl    nnd    wind,  but   thoso   things  tnko  their  strength   ajjd 


tJXEHClSE  FOR  AMMALS.  27 

flesli.     A  lai-iie  part  of  the  food  they  eat  is  bui-ncd  up  in  trying 

to  keep  the  heat  of  their  bodies  up  to  what  life  reciuires.     So  it 

takes  more  to  keep  them  in  good  flesh  when  exposed  to  cold  or 

storms. 

^ 

Describe  fully  your  feelings  and  those  of  all  other  like  ani- 
mals when  cold,  wet  and  hungry.  Which  needs  shelter  most, 
young  or  old  animals?  Sick  or  well  ones?  Explain  fully  why 
shelter  is  necessary.  What  should  you  do  when  one  of  your  ani- 
mals is  shivering?  When  somebody  else's  animal  is  shivering? 
Does  it  pay  to  feed  and  shelter  animals  Avell?  Why?  Who  is 
benefited  by  the  good  care  of  animals?  What  effect  has  a  cold 
wind  upon  you?  On  a  horse,  cow  or  dog?  Describe  a  good 
shelter. 


Exercise   and   Play   for  Animals 

WHEN  animals  do  not  have  to  work,  and  in  that  manner  get 
exercise,  they  should  have  regular  and  sufficient  exercise  to 
keep  them  in  health  and  good  spirits.  Whether  they  work  or  not 
they  ought  to  have  freedom  and  a  chance  to  play  a  part  of  the 
time  exactly  as  people  should.  Neither  horses  nor  men  should 
work  more  than  six  days  a  week.  Horsas  and  cows  should  be 
turned  out  to  grass  sometimes,  when  it  is  possible.  Green  food  is 
good  for  them.  It  is  the  natural  life  of  horses  and  cattle  to  be  out 
of  doors  in  the  fiekls  and  woods.  Lame  and  sick  horses  often  get 
well  with  no  other  treatment  than  to  ho  turned  out  in  the  fields 
to  live  on  grass  and  in  freedom. 

Exercise  and  play  is  as  necessary  to  hor.ses,  dogs  and  all 
other  animals  as  it  is  to  ourselves.  They  pine  and  fret  and  lose 
their  health  without  it,  just  as  we  do. 

If  you  or  any  other  animal  had  to  work  all  day  and  every 
day  would  you  keep  woll  and  happy'?    Why?     If  y>n\  wore  kept 


28      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


h  ISC'  of  his  friend,  the  coli       ;    i       i    _ 

shut  up  or  tied  up  in  doors  all  tlay  and  every  day.  would  you 
keep  well  and  happy";'  Why?  If  dumb  animals  are  like  us  in 
animal  ways,  ought  we  to  treat  them  like  ourselves  in  animal 
ways.  What  do  you  mean  by  animal  ways?  Give  all  the  ex- 
amples you  can  think  of.  What  good  does  it  do  you  to  play  1  A 
dog,  cat  or  horse?  Describe  the  ways  horses,  dogs,  cats  and  birds 
play.    Find  out  how  wild  animals  play  and  bring  stories  about  it. 


Watering  Animals 

EVERY  animal  should  have  plenty  of  fresh,  clean  water  as 
often  as  he  wants  it.  Exactly  like  people,  animals  want  to 
drink  much  more  and  much  oftener  at  some  tim&s  than  at  others. 
If  possible  they  should  have  water  all  the  time  where  they  can 


KEEPING  ANIMALS  CLEAN.  29 

get  it.  If  that  is  not  possible  they  should  be  given  frequent 
opportunity  to  drink. 

Animals  not  only  suffer  from  lack  of  water  when  they  need 
it,  just  as  we  do,  but  they  also  begin  quickly  to  lose  flesh  and 
strength.  All  animals,  ourselves  included,  lose  flesh  and  strength 
much  more  rapidly  from  lack  of  water  than  from  lack  of  food. 
The  suffering  which  thirst  causes  is  also  much  greater  than  of 
hunger. 

Water  should  be  fresh.  After  it  has  been  drawn  or  pumped 
it  soon  begins  to  get  stale  and  flat  and,  if  there  are  any  unpleas- 
ant odors  in  the  air,  it  takes  them  up  and  tastes  of  them. 
Animals  like  fresh,  cool  water,  just  as  we  do. 


Describe  your  feelings  and  those  of  any  other  animal  when 
you  are  thirsty.  Describe  the  effects  of  thirst.  How  often  should 
animals  be  given  water  and  how  can  you  tell  when  an  animal  is 
thirsty?  If  you  know  an  animal  is  thirsty  but  he  does  not  be- 
long to  you,  what  ought  you  to  do  ?  Why  1  If  you  are  thirsty 
and  your  horse,  dog  or  cow  is,  too,  which  ought  to  drink  first? 
Why?  What  kind  of  drinking  water  do  you  like  best?  AVliat 
kind  does  any  animal  like  best? 


Keeping  Animals  Clean 

ALMOST  all  animals  like  to  keep  clean.  In  their  natural  state 
animals  keep  themselves  clean.  They  are  washed  by  the  rain, 
bathe  in  streams  and  pools,  are  blown  upon  by  the  wind,  roil  on 
the  grass  or  in  the  dust  and  rub  themselves  against  the  trees. 

When  they  are  in  our  hands,  kept  as  a  kind  of  prisoners  and 
not  free  to  do  many  of  the  things  natural  to  them  and  which 
they  would  like  to  do,  we  must  see  to  it  that  they  are  kept  clean 
for  they  cannot  help  themselves. 

They  ought  to  have  clean,  dry  places  to  stand  in  and  a  r-jcan. 


.i  HORSE'S  SADDLE.  31 

dry  bed  to  sleep  on.  Horses,  especially,  should  be  curried  and 
brushed.  If  they  are  kept  iu  stables  in  warm  weather,  they 
should  be  washed  and  dried  besides  being  curried  and  brushed. 
If  washed  in  cold  weather  there  is  danger  of  their  taking  cold. 
If  they  are  not  kept  clean  it  affects  their  health  and  spirits. 

On  a  horse's  skin,  under  the  hair,  the  matter  thrown  off  by 
his  pores  in  sweating  accumulates.  Dirt  and  dust  also  settlt  and 
collect  in  the  hair.  These  things  make  him  itch  and  feel  uncom- 
fortable, the  more  so  if  he  works  hard  and  sweats  much.  That  is 
the  reason  he  rolls  when  he  has  a  chance,  shakes  himself,  twitches 
his  skin  and  scratches  himself  by  rubbing  against  posts,  fences 
and  the  sides  of  his  stall.  It  gives  him  great  relief  and  pleasure 
to  have  these  accumulations  removed  by  currying,  brushing  and 
washing.  Some  horsemen  go  so  far  as  to  say  that  a  good  currying 
is  as  good  for  a  horse  as  a  feed  of  oats. 

Dogs  do  not  sweat  through  their  skins  like  horses  but  they 
enjoy  being  combed,  washed,  brushed  and  cleaned.  It  is  the  same 
with  most  other  animals.  Cats,  however,  do  not  like  to  be  wet. 
They  have  their  own  way  of  keeping  clean. 


"Why  do  you  take  a  bath,  wash  your  face  and  hands  and 
comb  or  brush  your  hair?  If  you  had  only  hoofs  or  paws  and 
were  kept  tied  or  shut  up  how  would  you  keep  clean?  Imagine 
yourself  as  helpless  as  a  horse,  dog  or  other  animal  is  to  keep 
himself  clean,  then  describe  your  feelings  and  what  you  would 
do  in  such  a  situation.  Why  not  wash  an  animal  in  cold 
weather?  Why  keep  animals  clean? 
4. 

A  Horse's  Saddle 

A  HORSE'S  saddle  should  be  neither  too  wide  nor  too  narrow. 
It  should  fit  the  horse's  back  just  as  every  part  of  a  horse's 
harness  should  fit  him.    If  it  is  too  narrow  it  will  make  tender 


32      DUMB  ANIMALS  AND  IWW  TO  TREAT  THEM. 

and  exceedingly  sore  spots  on  the  ribs  where  it  rests.  If  too  wide 
it  will  make  a  sore  on  the  backbone  where  it  rests.  The  saddle 
blankets  should  .be  thick  and  soft,  should  be  kept  clean  and  dry 
and  should  be  carefully  looked  after  from  time  to  time  to  see 
that  they  do  not  slip.  The  girths  should  be  broad  and  soft  but 
firm  and  tightly  drawn  so  the  saddle  will  not  slip  but  they  should 
not  be  too  tight  so  as  to  distress  the  horse.  If  a  horse  is  to  stand 
for  some  time  Avithout  being  ridden  it  is  a  great  relief  to  him  to 
have  the  girths  loosened  or,  better  yet,  to  liave  the  saddle  taken 
off  altogether.     "Wateli  your  saddle  and  horse  all  the  time. 


AVhy  should  the  saddle  fit  the  horse's  back  and  the  blankets 
be  thick,  soft  and  dry?  Why  should  a  horse's  girths  be 
broad,  soft,  firm  and  tight?  Imagine  yourself  a  horse  with  a 
saddle  hurting  you  and  being  ridden,  then  describe  your  feelings 
and  what  you  Avould  do.  Imagine  yourself  as  in  the  last  ques- 
tion but  with  an  iron  bit  in  your  mouth,  your  rider  jerking  you 
by  the  bit  and  whipping  you,  then  describe  your  feelings  and 
what  you  would  do.  Draw  a  picture  of  a  horse  being  ridden  and 
treated  properly  and  of  one  being  abused  while  being  ridden. 
In  what  ways  must  you  watch  and  pay  attention  to  your  riding 
horse  to  keep  him  comfortable? 


The   Horse's   Bits 

THE  BITS  and  reins  are  the  means  by  which  a  horse  is  con- 
trolled. Various  kinds  are  used,  some  of  them  very  painful 
and  cruel.  The  object  should  always  be  only  to  control  the  horse, 
and  never  to  hurt  his  mouth  unnecessarily.  Many  horses  are 
spoiled  by  the  ignorant  and  cruel  use  of  bits,  besides  suffering 
great  and  wanton  ])aiii.  A  horse  when  being  hurt  cannot  con- 
trol himself.     The  memory  of  l)oing  hurt  lasts  long  with   him. 


THE  HORSE'S  BITS.  33 

together  with  the  memory  of  the  thing  which  hurt  him. 

The  bits  should  be  washed  and  kept  clean  and  smooth.  IMctal 
bands  and  ornaments,  especially  if  brightly  polished,  should  be 
kept  off  the  bridle.  They  grow  hot  in  tlie  sunshine  and  very 
often  loflcct  the  bright  light  into  the  horse's  eyes  and  almost 
blind  liiin.  In  this  you  must  remember  that  he  cannot  tell  you 
about  it — you  must  watch  and  observe  him  all  the  time  lest  Ik^ 
be  in  pain  from  some  cause  and  you  not  know  it. 

A  horse's  mouth  is  soft  and  tender.  Keep  it  so.  Use  it 
gently.  Always  be  gentle.  Be  firm  if  necessary  but  always 
gentle.  Never  jerk  a  horse.  If  necessary  to  control  him  wlicn  a 
steady  pull  will  not  do  so,  saw  firmly  and  steadily  on  the  reins 
but  never  jerk  them.  Remember  that  the  reins  and  bits  are  to 
guide  and  stop  the  horse  and  for  nothing  else.  For  that  reason 
never  jerk  the  reins  Avhen  you  wish  the  horse  to  go.  Some  peo- 
ple are  continually  doing  this.  Always  tell  your  horse  to  stop 
before  you  pull  the  reins  and  then  pull  them  with  a  steady  pull 
instead  of  a  jerk. 

Never  hurt  your  horse  or  any  ollioi-  juiiiual  wlicii  it  can  be 
helped.  Never  use  force  and  haste  when  time  and  gentleness  are 
possible.  ]\Iost  animals  are  more  sensitive  than  you  are.  They 
feel,  hear,  see  and  smell  better  than  you  do.  Accordingly,  they 
often  suffer  more. 

IMost  people  do  not  realize  this  any  more  than  they  realize 
that  animals  have  feelings  to  be  hurt.  It  is  the  general  but  mis- 
taken belief  that  animals  are  not  nearly  as  sensitive  to  pain  as 
we  are.  In  the  same  way,  very  few  people  know  that  they  are 
sensitive  to  harsh  language  and  unjust  treatment  and  that  their 
feelings  are  hurt  bv  it  in  somewhat  the  samr*  way  ours  are. 


Imagine  yourself  a  horse  and  dosci-i])o  fully  how  you  would 
like  to  be  harnessed  and  driven.  "What  kind  of  fee<l  would  you 
give  a  horse  with  a  sore  mouth?     Describe  the  kind  of  bits  and 


;^  .§ 

-    e 


THE  IIOKSK'!'!  SHOES.  35 

the  way  to  use  them  that  you  would  want,  if  you  were  a  liorse. 
Describe  your  feelings  if  you  were  a  horse,  feeling  good  and  anx- 
ious to  go  fast,  if  your  driver  jerked  you  and  sti-uck  you  with  the 
whip. 

♦ 

The  Horse's  Shoes 

FEW  THINGS  cause  a  horse  more  distress  than  neglected  feet. 
Every  time  a  lame  horse  puts  his  foot  on  the  ground  he  suf- 
fers, sometimes  acutely.  If  two  feet  or  more  are  lame  at  once,  so 
much  the  worse.  He  suffers  doubly  and  cannot  show  by  his  walk 
how  he  suffers. 

If  a  horse  shows  signs  of  lameness,  find  out  the  cause  if 
possible  without  delay.  If  you  cannot  tell  what  it  is  yourself 
go  to  a  good  horseshoer,  not  merely  a  blacksmith  who  may  know 
little  or  nothing  about  horseshoeing  and  horses'  feet,  but  to  a 
horse-shoer.  If  he  cannot  tell  what  the  matter  is,  go  to  a  veter- 
inary surgeon. 

Great  skill,  study,  experience  and  a  tliorough  knowledge  of 
a  horse's  feet  and  legs  are  necessary  to  enable  a  man  to  siioe  a 
horse  properly.  A  shoe  is  an  unnatural  thing  for  a  hor-so  to 
wear.  Being  made  of  iron  it  is  unyielding  and  prevents  the  foot 
from  .springing  and  expanding  as  it  was  meant  to  do  under  pres- 
sure ai^d  in  use,  very  much  as  our  feet  do  when  we  walk  or  run. 

The  ailments  and  injuries  of  a  horse's  foot  are  so  many 
they  cannot  be  described  here.  Corns  or  sore  spots  eau.sed  by 
bruises  are  the  mo.st  common  and  are  very  hard  to  cure.  About 
all  that  can  be  said  here  is  that  the  horse's  feet  should  be 
watched  constantly  and  on  the  least  .sign  of  lameness  he  shonM 
be  relieved  from  work  until  he  is  cured.  Remember  that  he  can- 
not tell  you  how  much  or  how  he  suffers.  All  he  can  do  is  to 
limp  and  hold  his  foot  up.  Treat  him  as  you  would  want  to  bo 
treated  yourself  if  you  were  in  his  place. 
4. 


3G      J}l   mi:  AMMALS  AM)  HOW  TO  TREAT  THEM. 

Describe  fully  what  would  be  the  effect  on  you,  if  you  had 
to  walk  with  a  grain  of  sand  or  gravel  in  your  shoe?  In  shoes 
too  tight?  If  your  horse  went  lame  what  Avould  you  do? 
Observe  lame  horses,  find  the  cause  and  reuiody  and  l)i'ing  an 
account  to  school.     Describe  a  good  shoe. 


The   Horse's   Collar 

THE  horse's  collar  is  the  place  where  the  greatest  pressure 
comes  when  he  is  pulling.  It  should  be  neither  too  large  nor 
too  small,  and  where  it  touches  his  slioulders  or  neck  it  siiould 
lie  perfectly  smooth  and  fit  perfectly.  If  there  is  o\v  place 
under  ^he  collar  where  the  pressure  is  greater  than  it  should  bo 
Ihere  a  sore  spot  forms. 

The  constant  rubbing  and  twisting  under  pressure  as  the 
liorse  steps  forward  with  first  one  foot  and  then  with  the  other, 
(\specially  in  hot  weather  w^hen  the  horse  sweats,  is  almost  cer- 
tain to  make  his  shoulders  sore  unless  the  collar  fits  perfectly 
and  unless  its  bearing  surface  is  kept  clean  and  smooth.  The 
same  thing  is  true  of  the  top  of  his  neck  where  the  collar  rests. 
Every  night  after  the  horse's  work  is  done  in  hot  weather  his 
shoulders  and  neck  should  be  washed  with  cold  water.  This 
washes  out  the  dust  and  dirt  and  toughens  his  shoulders  and 
neck.  The  collar  should  be  washed  clean  and  smooth  at  the 
same  time.  If  this  is  carefully  and  regularly  done  tlnMv  will 
.seldom  be  sore  spots  on  his  shoulders  or  neck. 

Whenever  there  is  a  sore  spot  under  any  part  of  the  harness 
it  should  be  padded  all  round,  if  the  harness  bears  on  it,  leaving 
a  hole  where  the  sore  is  so  there  will  be  no  pressure  on  il  and  the 
sore  can  get  well.  If  the  collar  is  padded  in  this  way  or  to  make 
it  softer,  both  sides  should  be  padded  alike  or  the  stra-n  will 
come  more  on  one  shoulder  than  on  the  other.     Too  iinu'li  pains 


BLINDERS.  37 

cannot  be  taken  to  make  collars  fit  and  then  to  keep  thrni  clern 
and  smooth. 


Describe  a  perfect  horse  collar  and  give  reasons.  Describe 
a  per^'^ct  harness  and  give  reasons.  "What  would  happen  to  your 
hands  if  you  had  to  carry  weights  all  day  with  rough  handles 
or  with  handles  which  did  not  fit  your  hands?  Ilow  would 
you  pad  a  sore  under  a  horse's  collar?  Under  the  back-band? 
On  the  top  of  the  horse's  neck?  How  would  you  pad  a  sore  on 
your  shoulder  under  your  suspender?  On  your  foot  under  your 
shoe?     Describe  a  good  collar. 


Blinders 


BLINDERS  are  flaps  of  leather  put  on  the  sides  of  the  bridle 
alongside  the  eyes  to  keep  the  horse  from  looking  sideways  or 
backwards  and  to  keep  his  eyes  and  attention  on  the  road  in 
front.  They  should  be  used  with  great  discretion.  Some  h<rses 
ought  not  to  be  driven  with  them  at  all;  others  can  with  diffi- 
culty be  driven  without  them.  Each  case  should  be  decided  by 
itself  because  horses  differ  from  each  other  just  as  people  differ 
from  each  other. 

Almost  every  question  relating  to  the  care  of  a  horse  should 
be  determined  carefully  according  to  the  nature  of  the  particu- 
lar horse.  If  the  use  of  blinders  makes  a  horse  nervous,  timid, 
unsteady  and  afraid  they  should  not  be  used  on  that  horse.  They 
should  not  be  used  merely  for  the  sake  of  improving  his  looks  in 
harness.  Unless  there  is  a-clear  benefit  to  be  gained  they  should 
be  avoided.  When  blinders  are  used  they  should  be  put  on  care- 
fully so  as  to  stand  out  away  from  the  eye  an  inch  or  two.  and 
never  allowed  to  hug  the  eve  close  or  to  tret  loose  and  flap. 


38      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


Why  should  each  horse  be  studied  and  treated  by  liimself  ? 
Draw  pictures  of  horses  with  blinders  properly  and  improperly 
worn.     Explain  use  of  blinders  and  when  to  use  them. 


Check-Reins 

A  CHECK-REIN  should  never  be  used  except  when  its  use  is 
necessary  to  proper  control  of  your  horse.  If  he  does  not 
need  it  leave  it  off.  It  should  never  be  so  used  as  to  cause  pain, 
annoyance  or  vexation  to  him.  If  it  does  not  really  hurt  him  it 
nuiy  still  be  irksome  because  he  cannot  move  his  head  and  neck 
freely. 

Vexation  and  annoyance  use  uj)  an  animal's  strcMiszth  and 
spoil  his  temper  just  as  tliey  would  witli  you.     Avoid  causing 


CHECK-REINS.  39 

them  to  any  animal.     Make  all  animals  as  comfortable  as  you 
can.     They  will  not  bo  any  too  comfortable  at  best. 

Always  take  the  check-rein  off  as  soon  as  you  stop.  Never 
check  your  horse  up  merely  to  make  him  look  "stylish."  It 
does  not  make  him  look  spirited  or  stylish,  but  unnatural  and 
uncomfortable.  The  strained  and  stiff  position  it  forces  him  to 
take  destroys  the  natural,  graceful  curves  and  motions  of  the 
neck.  Anything  which  makes  your  horse  uncomfortable  and 
unhappy  diminishes  his  beauty. 

Anything  which  makes  him  uncomfortable  also  diminishes 
his  strength.  A  draught  horse  should  never  be  checked.  It 
makes  it  impossible  for  him  to  get  his  head  down  into  the  posi- 
tion where  he  can  lean  forward  so  as  to  best  exert  his  strength. 
He  cannot  pull  so  heavy  a  load  and  is  more  quickly  tired  by 
a  lighter  one. 

When  you  check  a  horse  it  is  for  your  pleasure,  not  his.  If 
you  are  driving  for  pleasure  make  it  pleasant  for  your  horse,  also. 
Give  as  much  thought  and  care  to  your  horse's  check-rein  as  you 
would  if  you  had  to  wear  it  yourself.  If  you  do  that  the  chances 
are  that  you  will  leave  it  off  altogether.  Consider  your  horse's 
helpless  misery  if  left  checked  even  a  short  time,  the  sun  often 
glaring  in  his  eyes,  the  pain  in  his  mouth,  eyes,  head  and  in  the 
muscles  of  his  neck  and  back,  and  growing  worse  the  longer  they 
la.st. 


What  is  the  proper  use  of  a  check-rein?  The  improper  use 
of  it  and  the  results?  Explain  fully  how  to  use  a  check-rein. 
Explain  fully  the  suffering  and  injury  caused  by  tight  check- 
reins.    Describe  the  riirht  kind  of  check-rein. 


40      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


THE  RIGHT  WAY 
Comfortable  check  rein.    Does  not  hurt  or  annoy  the  horse  at  all 


Harnessing  the  Horse 

THE  horse  does  his  work  with  his  harness.  It  should,  there- 
fore, fit  liim  and  he  neither  too  loose  nor  too  ti^ht,  otherwise 
it  will  be  come  nncomfortable  or  even  painfnl  and  cause  sores  and 
lameness.  AVhenever  a  horse  is  sufferiu<i-  discomfort,  much  more 
if  he  is  suffering  i>;iin,  if  is  usiiii:'  uj)  liis  s1ivm:lli  ;iii(l  wenrintr 
him  out. 

'Hie  lianicss  shouM  Ix'  kc])l  smoolli.  soft  and  (d.-an.      If,  in 


llAHXESSLXa  THE  HORSE. 


41 


THE  WRONG  AND  CRUEL  WAY 

The  cruel  check  rein.      Owner  of  the  horse  thinks  he  looks  "stylish."     Horse  suffers  in 

tense  pain.     What  do  you  think  of  his  owner?     Checking  like  this  is  against  the  law 

spite  of  all  care  to  prevent  it,  sores  or  tender  places  come,  shift 
the  harness  and  fasten  so  it  will  not  bear  upon  the  sore  or 
tender  place,  or  i)ad  it  .so  as  to  get  the  same  result. 


If  you  have  a  sore  place  on  your  foot  or  some  other  place 
how  do  you  protect  and  relieve  it?  Why  does  pain  tire  you,  a 
horse  or  other  animal?  How  do  you  relieve  pain  in  your.self  or 
an  animal?    Describe  the  proper  harnessing  of  a  horse. 


4-_»       1)1   Mil  AS  DIALS  AM)  HOW    TO  THE  AT  Til  EM. 


THE  RIGHT  WAY 

This  is  the  way  to  blanket  a  horse  if  you  have  to  hitch  him  in  a  storm 


Blanketing  the   Horse 

WHEN  an  animal  is  tied  or  confined  so  he  cannot  move  about 
in  cold  weather  or  when  a  cold  wind  is  blowing  or  wlien  it 
is  wet  and  snowy,  he  quickly  becomes  cold  and  begins  to  shiver 
exactly  as  you  would  do.  His  blood  does  not  circulate  fast 
enough  to  keep  him  \v;ii-m  witliout  exercise  an\-  iiiorc  Ili;in  yours 
would.  Consequently  lie  needs  a  lilanket  or  soiin'  nlhtM-  pi-otec- 
tion  just  as  you  would  need  an  overcoat  undn-  tlic  same 
circumstances. 

It  is  very  cruel  and  injiii'ioiis  to  a  lun-sc  or  oilier  animal  to 


STALLING  THPj  HORSP.  43 

let  him  get  so  cold  he  shivers.  lie  suffers  when  he  shivers  just 
as  you  would.  If  he  is  old  or  sick  or  poor  he  will  suffer  more 
aud  from  a  less  degree  of  cold  than  if  he  were  young,  fat  and 
well,  just  as  people  do  under  the  same  circumstances. 

A  horse's  blanket  should  be  thick  enough  to  keep  him  warm 
and  dry,  should  be  large,  fastened  at  the  throat  and  tucked  down 
at  the  sides.  If  he  has  to  work  in  wet  or  snowy  weather  he  is 
much  more  comfortable  if  an  oilcloth  or  canvas  cover  is  put  over 
bim  and  his  harness.  It  keeps  him  dry  and  comfortable  and 
protects  the  harness  also.  The  warmer  and  more  comfortable  a 
horse  or  other  animal  is  kept  the  less  he  needs  to  eat,  just  as  in 
vour  own  case. 


Hew  do  you  and  other  animals  keep  warm  outdoors  in  cold 
weather?  Why?  Imagine  yourself  a  horse  shivering  and  cold 
but  tied  or  shut  up  and  describe  your  feelings.  Describe  fully 
your  duty  to  your  horse  when  suffering  from  wet,  cold  or  snowy 
weather.  Describe  fully  your  duty  to  other  animals  than  your 
own  when  they  are  suffering  from  cold  or  ])ad  weather.  Tell 
how  and  when  to  blanket  a  horse. 


Stabling  the  Horse 

A  HORSE'S  stable  is  bis  home  just  as  your  house  is  your 
home.  It  should,  therefore,  be  made  as  comfortable  as  pos- 
sible. It  should  be  dry,  light  and  airy,  and  neither  too  cold  nor 
too  warm.  His  stall  should  be  wide  and  roomy  with  level  floor  or 
sloping  slightly  from  front  to  back.  A  box  stall  is  better  than 
one  in  Avhich  he  has  to  be  tied.  Remember  that  he  is  a  prisoner 
in  his  stable  and  the  more  comfortable  you  make  him  the 
happier  he  will  be. 

He  would  rather  not  be  in  his  stable  all  the  time.  It  is  better 
to  take  him  out  for  exercise  regularly.     When  he  comes  home 


44      DUMB  ANIMALS  AND  II OW  TO  TREAT  THEM. 

tired  from  work  he  should  be  eleaned  and  have  a  good  meal  and 

a  good  bed  exactly  as  you  should  wh.en  you  arc  tired  from  work. 

.J. 

What  is  your  home  and  why?  Imagine  yourself  a  horse  and 
describe  fully  what  kind  of  stable  and  stall  you  would  want  and 
need. 


Whips  and  Spurs 

A  WHIP  is  sometimes  to  be  used  in  dealing  with  animals  but 
only  a  little,  only  when  necessary  and  then  with  the  great- 
est good  judgment.  A  spirited  and  well-treated  horse  will  do  bet- 
ter without  a  whip  at  all.  Its  use  is  likely  to  spoil  the  disposition 
of  such  a  horse  and  make  him  sullen  or  flighty.  Sometimes  a 
lazy  horse  will  make  a  greater  effort  if  he  is  switched  a  little  at 
the  time  he  is  being  urged,  but  he  should  not  be  hurt  more  than 
that.  Never  use  a  heavy  whip.  It  bruises  and  injures,  inflicts 
cowardly  cruelty  and  breaks  the  horse's  spirit.  Nothing  more 
than  a  temporary  smart  or  sting  should  be  caused  by  any  whip. 

Sometimes  a  sudden  shock  or  fright  will  cause  a  horse  to 
shy,  back  or  jump  sideways  to  the  danger  of  the  animal,  his 
driver  and  others.  At  such  a  time  a  sharp  command  and  a  quick, 
sharp  stroke  of  the  whip  will  often  save  both  the  horse  and  his 
driver. 

Never  strike  a  horse  Avith  a  whip  witliout  first  speaking  to 
him  so  he  will  know  what  you  want  him  to  do.  Nothing  is  more 
stupid  as  well  as  cruel  than  to  strike  a  horse  with  a  whip  without 
any  notice  to  him  and  without  his  knowing  what  you  want  him 
to  do.  He  had  no  way  of  knowing  what  you  wanted,  and  is 
startled  and  hurt  without  knowing  at  all  what  it  was  for.  Every 
time  you  frighten  or  hurt  your  horse  unnecessarily  you  not  only 
treat  him  unjustly  and  cruelly,  but  you  diminish  his  strength 
just  as  yours  would  be  diminished  by  fear  and  pain. 


WHIPS. 


45 


liorses  arc  docked   by  the  rich  lor  the  sake  ol      style.  When   they  jjel  old   ihey  are  sold 

and  very  often  get  down  to  feeding  in  alleys  and  vacant  lots,    like   this   horse,    with    no 
tail  to  keep  the  flies  away.      What  do  you  think  of  the  man  who  docked  him? 


"Whenever  a  horse  is  afraid  of  sometliing  he  sees,  hears  or 
smells  and  then  you  strike  him  with  the  whip,  he  puts  the  stroke 
and  the  thing  he  was  afraid  of  together  in  his  mind  and  is  apt 
to  think  it  was  the  thing  he  was  afraid  of  which  hurt  liim. 
Thenceforth  he  will  be  afraid  of  it,  for  he  will  always  be 
expecting  another  blow  from  it. 

If  a  horse  is  afraid  never  punish  him  for  being  so.  He 
cannot  help  it.  As  well  punish  a  child  for  being  in  fear.  Gently 
but  firmly  and  quietly,  do  whatever  is  necessary  to  show  him  the 
thing  he  was  afraid  of  will  not  hurt  him  and  is  not  to  be  feared. 
Then  his  fear  will  vanish. 

Never  in  anger  strike  a  horse  or  other  dumb  animal.  If 
you  observe  this  rule  you  will  seldom  strike  them  at  all.  The 
same  rule  applies  to  all  cases.    Never  strike  an  animal  so  hard 


46      DUMB  ANIMALS  AND  IIO^y  TO  TREAT  THEM. 

or  with  such  a  whip  as  to  leave  a  welt,  nor  spur  him  so  as  to 
bruise  or  draw  blood.  Horses  and  other  animals  very  seldom 
need  punishment,  and  then  it  should  be  only  for  correction  as 
with  children,  and  never  as  a  means  of  gratifying  passion. 

Whatever  animals  do  wrong  it  is  almost  always  from 
ignorance,  fear  or  heedlessness.  As  far  as  their  natures  go,  horses 
and  other  animals  are  like  ourselves.  They  do  not  understand 
wrong  doing  as  we  do,  of  course,  and  are  not  to  be  blamed  as 
we  ought  to  be  for  doing  what  we  know  to  be  wrong. 

Horses,  just  like  dogs  and  other  animals,  have  sensitive  feel- 
ings, only  they  cannot  complain  when  they  feel  hurt  as  we  can. 
So  it  happens  that  a  great  many  people  do  not  understand  that 
they  have  feelings  like  our  own.  Their  pride  and  their  feelings 
are  often  hurt  by  harsh  and  abusive  language,  and  still  more  by 
a  blow,  just  as  yours  would  be. 

The  most  successful  handlers  of  horses,  cattle,  dogs  and  all 
anilnals,  are  those  who  treat  them  with  Idndness,  the  kinder  the 
more  successful.  Some  of  the  greatest  horse-raisers  discharge 
an  employe  at  once  if  he  swears  at  a  horse.  In  some  dairies  a 
man  who  speaks  loudly  is  discharged. 

Always  treat  horses  and  other  animals  like  children.  Make 
them  friends  and  companions,  not  slaves  and  prisoners.  Make 
them  love  and  not  fear  you.  Make  them  consider  you  their  best 
friend.  The  nearer  you  treat  them  like  children,  the  more  at- 
tention and  kindness  you  show  them,  the  more  intelligent  and 
kind  they  will  be,  the  more  they  Avill  do  for  you  and  the  longer 
they  will  live.  Also,  and  very  important,  the  happier  they  will 
be  and  the  happier  you  will  be. 

^ 

Describe  your  feelings  if  sonioouf  in  authority  over  you 
wanted  you  to  do  something,  did  not  tell  you  wliat  it  was  but 
struck  you  instead.  "What  animals  are  treated  in  that  way?  Is 
it  right  to  strike  anybody  or  any  animal  in  anger?    Why?    What 


DRIVING. 


47 


is  sought  by  striking  a  blow?  How  would  you  overcome  an  ani- 
mal's fear?  Why  has  an  animal  a  right  to  be  happy?  Why 
make  animals  your  friends?  Give  all  the  reasons  you  can  think 
of.     Tell  how  animals  should  be  treated  in  general. 


•  Driving 

IN  DRIVING,  remember  that  the  reins  and  your  voice  are  the 
two  means  of  letting  your  horse  know  what  you  want  him  to 
do.  Never  jerk  the  reins.  They  are  for  guiding  and  stopping  him. 
The  reins  should  be  held  and  drawn  firmly,  steadily  and  gently 
^Mlen  you  jerk  them  you  startle  and  confii.se  your  horse,  hurt 
his  mouth  cruelly  sometimes,  and  make  him  afraid  and  uncertain 
of  what  you  want.    If  your  horse  threatens  to  become  unmanage- 


48      DUMB  ANIMALS  AND  II OW  TO  TREAT  THEM. 

able  and  is  hard  to  hold,  "saw"  on  the  bits,  but  with  a  steady 
motion,  not  with  jerks. 

Don't  trot  your  horse  down  hill  or  up.  It  is  very  hard  on 
his  forelegs  to  trot  him  down  hill  and  very  exhausting  to  trot 
him  up  hill.  Running  him  down  hill  or  up  is,  of  course,  worse 
than  trotting  him. 

Don't  push  him  beyond  his  natural  speed  for  it  e.xhausts  him 
quickly.  A  horse,  like  you,  has  just  so  much  energy,  strength 
and  endurance.  You  can  exhaust  it  all  in  five  minutes,  or  in 
running  him  a  mile,  so  that  he  will  not  be  able  to'  do  much  more 
that  day.  You  can  even  kill  him,  or  ruin  him  for  life,  in  a  few 
minutes'  over-driving. 

You  can  work  him  all  day  long  and  travel  many  miles,  and 
at  the  day's  end,  he  will  still  be  strong  and  able  to  go  further 
although  tired.  Great  effort  beyond  his  strength  or  speed  not 
only  exhausts  him  quickly  but  is  apt  to  do  him  permanent 
injury. 

Look  out  for  stones  and  obstructions  in  the  road.  See  that 
he  himself  has  good  footing,  and  that  the  wheels  strike  as  few 
stones  as  possible.  Every  time  the  wheels  strike  even  small  stones 
it  jerks  the  horse  and  tires  him  fast.    Look  out  for  poor  bridges. 

If  your  horse  does  not  travel  well  he  is  probably  sick.  "Watch 
him  carefully  and  do  not  urge  him  too  much.  An  apparently 
small  illness  of  a  horse  on  the  road  often  results  in  his  death  in 
a  short  time,  if  he  is  driven.  Watch  him  carefully  for  lame- 
ness. It  may  be  caused  by  a  pebble  in  his  foot,  or  some  other 
equally  easily  cured  thing,  which  will  cause  him  intense  pain  and 
long  lameness  if  neglected  even  for  a  little  while.  Don't  con- 
tinue to  drive  him  when  he  goes  lame. 

Watch  his  harness.  See  that  it  is  sound,  that  it  fits  him 
well  and  that  he  is  comfortable  in  it.  Don't  cheek  him  so  high 
that  he  will  be  uncomfortable,  much  less  in  pain.  He  doesn't 
look  well,  travel  well  or  feel  well,  if  he  is  checked  so  high  as  to 
be  uncomfortable. 


DRIVING.  49 

llemember  all  the  time  that  he  cannot  talk,  tliat  he  nuist  de- 
pend on  you  to  see  that  he  is  not  uncomfortable  in  the  harness 
you  put  on  him;  also  that  he  must  depend  upon  your  judgment 
while  doing  the  task  you  set  for  him,  in  the  place  where  you  put 
him  and  in  your  service.  Treat  him  as  you  would  like  to  be 
treated.  Keep  in  mind  what  you  would  probably  want  if  he  were 
the  driver  and  you  the  horse.  Go  slow  in  sand  or  mud.  Make 
him  fetl  all  the  time  that  it  is  his  best  friend  who  is  drivin^r 
him,  for  whom  he  is  working,  and  that  you  are  watching  him 
to  see  that  if  he  needs  anything  he  shall  get  it.  lie  will  learn 
to  let  you  know  when  he  wants  anything  if  he  knows  you  will 
pay  attention  when  he  tries  to  tell  you. 


How  should  you  hold  the  reins  when  driving?  Give  three 
reasons  why  it  is  wrong  and  foolish  to  jerk  a  horse.  What  is 
the  difference  between  a  horse  tired  and  a  horse  exhausted? 
Imagine  yourself  a  horse  under  saddle  and  describe  fully  what 
you  would  like  to  have  your  rider  keep  in  mind  for  you.  Im- 
agine yourself  a  horse  working  in  harness,  and  do  the  same. 
Why  does  a  horse  keep  turning  his  neck  from  side  to  side  when 
he  is  checked  too  high  ?  Why  bend  his  back  and  stretch  out  his 
hind  feet  when  checked  too  high?  Describe  all  the  Avays  in 
which  you  would  suffer  if  you  were  a  horse  checked  too  high. 
What  is  the  best  way  to  understand  how  other  animals  and  peo- 
ple feel  when  in  pain  or  trouble?  Imagine  yourself  a  horse 
overdriven,  driven  when  lame,  sick,  sore,  tired,  exhausted, 
hungry  and  thirsty  and  in  each  case  describe  fully  how  you 
would  feel  and  what  you  would  want  done  for  you.  Tell  how 
to  drive  a  horse. 


50      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

Hitching 

TWO  THINGS  especially  should  be  remembered  in  hitching  a 
hoi-se ;  to  tie  him  securely  so  he  will  not  get  away  and  to  make 
sure  he  will  be  comfortable  while  hitched.  If  he  gets  loose  he 
is  apt  to  run  away  and  do  great  damage  to  himself  and  others. 
A  horse  which  has  once  got  loose  and  run  away  is  apt  to  do  so 
again  whenever  he  has  a  chance. 

Kemember  to  tie  him  neither  too  low  nor  too  high  to  be 
comfortable,  nor  too  short.  If  tying  him  to  an  upright  post  be 
sure  to  tie  him  so  the  strap  will  not  slip  down  and  hold  his  head 
down,  or  get  so  low  he  can  put  his  foot  over  it.  Tie  him  so  he 
will  not  have  to  face  the  sun,  wind,  rain  or  snow.  Unfasten  his 
cheek-rein,  if  he  has  one,  so  he  can  move  his  head  freely  about. 
The  more  comfortable  he  is  the  more  quietly  he  will  stand. 


Imagine  yourself  a  horse  and  then  describe  fiill\-  bow  you 
would  like  to  be  tied  under  all  the  conditions  vou  can  lliink  of. 


The  Horse's  Tail 

THE  HORSE'S  tail  was  given  him  chiefly  for  his  protection 
from  flies,  gnats,  mosquitoes  and  other  insects.  It  is  also  one 
of  his  chief  beauties.  Any  cutting  or  shortening  of  it  when  in- 
sect pests  are  active  so  as  to  prevent  him  from  using  it  to  protect 
himself  is  most  cruel  and  injurious.  This  is  true  at  such  a  time 
of  merely  cutting  the  hair  of  the  tail  short. 

If  this  is  so,  it  is  plain  that  the  cutting  off  of  the  bone  and 
flesh  at  the  end  of  the  tail,  which  is  called  docking,  is  one  of 
the  most  cruel  and  inhuman  injuries  which  can  be  inflicted  on 
a  horse.  The  operation  is  itself  very  painful  and  it  deprives 
the  horse  of  the  protection  of  his  tail  for  all  his  lifetime.     None 


THE  HORSE'S  TAIL. 


51 


ff^-'^^yg^^lj 


Horse  being  eaten  up  by  flies.       Docked  by  his  owner.       Has  no  tail  to  keep  the  flics  off. 
Almost  crazed.     What  do  you  think  of  his  owner?      Docking  is  against  the  law 

but  the  most  careless  and  heartless  will  inflict  this  injury  on  a 
horse. 

It  is  favored  by  lazy  grooms  who  are  thus  spared  the  care 
of  the  horse's  tail,  by  foolish  people  who  think  it  gives  a  smart 
and  jaunty  appearance  to  a  horse  and  by  vain  people  who  want 
horses  different  from  those  of  their  poorer  neighbors.  In  reality 
it  spoils  his  appearance  and  often  his  disposition.  Tie  seldom 
forgets  the  pain  of  the  operation  and  in  fly  time  he  is  helpless 
against  their  attacks.  Horses  that  have  been  docked  are  apt  to 
be  nervous,  irritable  and  uncertain.  Sometimes  they  are  so  un- 
strung by  it  that  they  are  dangerous  to  drive.     There  is  never 


52      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

any  excase  for  dockino;  except  as  a  surgical  operation  when  the 
tail  has  become  diseased,  which  excuse  happens  rarely.  It  is  pro- 
hibited in  the  armies  of  Great  Britain  and  the  United  States, 
and  even  the  use  of  a  docked  horse  is  forbidden  by  law  in  some 
states.  The  operation  of  dockinjr  a  horse  is  made  a  crime  in  most 
states. 

Nicking  is  a  criminal  offense,  also,  and  consists  in  cutting 
the  tendons  on  the  under  side  of  a  horse's  tail  and  keeping  them 
from  ever  reuniting.  It  forces  the  horse  to  always  carry  his  tail 
raised  in  an  appearance  of  high  spirits.  It  is  very  painful  and 
like  docking  is  a  cruel  and  cowardly  injury.  All  mutilation  of 
the  flesh  of  animals  is  to  be  avoided  unless  justified  by  actual 
necessity. 

^ 

Why  is  it  made  a  crime  to  dock  or  nick  a  horse?  Is  the 
man  who  hires  or  pays  another  to  commit  a  crime  also  a  crimi- 
nal? "Why?  If  a  man  hired  another  to  dock  or  nick  a  horse, 
would  he  be  a  criminal  because  he  hired  the  other  man  to  do  so? 
Is  the  infliction  of  necessary  pain  justifiable?  Define  necessary. 
Give  illustrations.  Imagine  yourself  a  docked  horse  and  de- 
scribe your  feelings  in  being  docked,  and  in  fly  time  afterwards. 
Draw  a  picture  of  a  docked  horse  and  of  one  not  docked.  AVliat 
do  you  think  of  people  who  drive  docked  horses? 
^ 

Skin,   Hair,   Feet   and  Teeth  of  the  Horse 

WHEN  a  horse  is  healthy  and  in  good  condition  his  skin  is  soft 
and  pliable  and  his  hair,  when  brushed,  smooth  and  shining. 
A  horse's  coat  generally  shows  at  once  when  he  is  out  of  health. 
It  begins  to  lose  color,  to  get  rough  and  dry,  and  to  lose  its  gloss. 
It  is  a  sure  indicator  of  his  condition,  and  when  it  does  not  look 
right  his  health  should  be  attended  to  at  once. 


CARE  OF  THE  HORSE.  53 

Care  should  also  be  paid  continually  to  the  feet  and  teeth 
of  the  horse.  They  sometimes  suffer  from  decayed  teeth  and 
from  toothache  exactly  as  we  do,  only  they  cannot  tell  us  what 
the  matter  is,  nor  how  they  suffer — we  have  to  watcli  them  to 
find  out  the  cause.  ^Vs  old  age  approaches  their  front  teeth 
sometimes  wear  down  so  they  cannot  bite  grass,  or  they  drop 
out  altogether  or,  on  the  other  hand,  grow  so  long  the  grinders 
will  not  meet  and  hence  they  cannot  chew  their  food.  The 
grinders  of  all  horses,  as  age  comes  on,  grow  long  or  wear  into 
irregular  surfaces  so  they  do  not  meet  properly  to  grind  their 
food.  "When  in  this  condition  they  have  to  bolt  their  food  with- 
out chewing  and  the  result  is  the  same  as  it  is  with  us  when  we 
bolt  our  food  without  chewing.  They  do  not  get  the  nourish- 
ment out  of  it,  and  their  stomachs  soon  become  out  of  order.  No 
matter  how  much  they  eat  in  this  condition,  they  grow  poorer 
and  poorer,  starving  slowly  to  death  because  they  cannot  eat 
properly.  It  is  then  necessary  to  have  their  teeth  filed  down 
to  a  regular  surface  by  a  veterinarian  who  has  the  necessary  tools 
and  who  knows  how  to  use  them.  Horses  sometimes  have  other 
diseases  of  the  mouth,  just  as  we  do,  which  make  their  mouths 
so  sore  they  cannot  eat.  They  must  be  watched  and  whenever 
it  is  necessary  fed  soft  food  till  they  can  eat  again. 

Probably  no  one  thing  causes  the  average  horse  so  much  pain 
as  neglect  of  his  feet.  To  a  sore  or  lame-footed  horse  every  step 
is  painful.  A  horse's  foot  is  a  very  delicate  and  wonderful 
thing.  It  bears  enormous  weights  and  is  used  very  hard.  They 
need  to  be  very  carefully  watched  to  see  that  they  are  shod  often 
enough  and  by  competent  horse-shoers,  for  not  every  blacksmith 
is  able  to  shoe  a  horse  properly.  They  have  to  be  watched  to  see 
that  they  do  not  suffer  from  corns,  which  are  caused  by  bruises 
and  are  exceedingly  painful  and  difficult  to  cure,  to  see  that 
their  hoofs  do  not  crack,  to  see  that  little  stones  do  not  get  into 
the  frog  of  the  foot  and  cause  bruises  and  lamonoss.  and  that 
many  other  injuries  do  not  occur.     Nails  are  often  stepped  on 


54      DUMB  ANIMALS  AND  TIOW  TO  TREAT  THEM. 

and  make  very  painful  and  sometimes  dangerous  wounds  from 

which  lockjaw  and  blood  poisoning  result.    Remember  the  horse 

cannot  tell  what  the  matter 

is — you   have   to   watch   and 

act  for  him. 

^ 

When  your  teeth  ache  or 
are  decayed  what  do  you  do? 
What  would  you  do  if  you 
were  a  horse?  Imagine  your- 
self a  horse  and  state  fully 
what  you  would  want  done  if 
your  shoes  hurt  you.  if  you 
had  a  nail  in  your  foot,  if 
you  had  a  pebble  in  your 
shoe,  if  you  had  cracks  in 
hoofs,  if  you  had  corns.  Why 
cannot  all  blacksmiths  shoe 
horses  properly?  Why  do  you  have  to  watch  animals  you  are 
using?  Describe  fully  how  you  would  care  for  the  skin,  hair, 
teeth  and  feet  of  a  horse. 


Out 


the   storm,   freezing.     Owner    in    the 
warm  house.     What  do  you  think  of  him? 


Sick,  Sore  and  Lame  Horses 

ANY  UNUSUAL  behavior  by  a  dumb  animal  has  a  good  reason. 
In  his  dumb  way,  the  only  way  he  has,  he  will  show  you 
if  you  watch  him,  that  he  is  not  well,  that  his  foot,  leg  or  shoul- 
der hurts  him;  that  he  is  in  pain  somewhere,  that  he  feels  sick 
or  weak,  or  that  he  wants  something.  You  must  watch  him  and 
try  to  find  out  what  he  wants,  and  then  try  to  help  him  got  it. 
He  will  find  out  after  a  while  that  you  understand  him  and  will 
try  in  other  ways  to  let  you  know  what  he  wants  and  needs.  If 
you  do  not  pay  any  attention  or  do  not  try  to  help  him,  he  will 


FAT  AND  LEAN  ANIMALS.  55 

not  keep  ou  trying  to  tell  you  nor  learn  by  trying  how  to  tell 
you  better.  Not  many  things  are  more  touching  than  the  confi- 
dence and  hopeful  eagerness  of  a  well-treated  animal  to  tell  his 
owner  or  friends  what  he  wants,  when  sure  tliey  will  help  him 
get  it. 

^ 

Find  out  and  give  all  the  ways  in  which  an  animal  shows 
you  that  he  is  sick,  sore,  lame  or  in  pain,  and  where.  Imagine 
yourself  a  sick  horse  and  describe  your  feelings  toward  your 
owner  if  he  made  you  work  and  whipped  you.  Why  has  your 
horse  a  right  to  be  doctored  and  nursed  by  you  when  he  is  sick? 
"What  right  from  you  has  a  horse  belonging  to  somebody  else 
when  he  is  sick  ?  Why  ?  Tell  how  you  would  want  to  be  treated 
if  you  were  sick,  sore  or  lame. 

^ 


Fat   and   Lean  Animals 

GENERALLY  speaking,  it  can  be  depended  on  that  a  fat  ani- 
mal is  in  good  health,  well  fed,  watered  and  cared  for.  Lack 
of  water  will  cause  an  animal  to  lose  flesh  much  more  rapidly 
than  lack  of  food,  and  is  the  cause  of  much  greater  suffering. 
Pain  makes  an  animal  poor.  Fear  and  anxiety  have  the  same 
effect.  A  horse  in  constant  pain  will  not  stay  fat.  A  horse  in 
constant  fear  will  grow  poor.  Poor  teeth  or  sickness  makes  an 
animal  lose  flesh.    Overwork  does  the  same  thing. 

Whatever  the  cause  may  be,  when  an  animal  is  poor  it  indi- 
cates some  of  the  foregoing  causes.  When  an  animal  is  poor  it 
is  the  duty  and  also  self-interest  of  the  owner  to  find  out  the 
cause  and  remove  it.  In  order  to  be  in  good  working  condi- 
tion it  is  not  necessary  that  an  animal  be  heavy  with  fat,  but 
there  should  be  no  wasting  of  the  muscles.  As  soon  as  that 
begins,  starvation  begins. 


56      DUMB  ANIMALS  AND  JIOW  TO  TREAT  THEM. 

If  your  horse  is  poor  and  stays  that  way,  how  many  causes 

might  there  be  for  it?     What  would  you  do  first  if  you  saw 

your  dog,  cat,  cow  or  horse  getting  poor?    What  would  you  do 

next? 

^ 

Sand,   Mud,   Snow,   Ice 

IN  SAND,  snow  or  mud  it  is  much  harder  for  an  animal  to  draw 
a  load,  partly  because  it  is  harder  to  get  a  footing  in  the 
soft  material  and  partly  because  it  offers  resistance  to  the  wheels 
which  sink  into  it.  In  sandy,  snowy  or  muddy  roads  the  load 
should  be  lighter,  the  pace  slower  and  the  distance  less.  On  ice 
or  snow  the  horse  must  be  shod  sharp  or  he  will  slip  or  fall  and 
strain  himself.  It  exhausts  an  animal  very  quickly  to  have  to 
try  to  keep  his  footing  on  a  slippery  surface  when  his  shoes  are 
not  sharp.     If  he  has  to  draw  a  load  besides  it  becomes  much 

harder. 

^ 

Explain  why  you  get  tired  so  quickly  when  walking  in  sand, 
mud,  snow  or  a  newly-ploughed  field.  Imagine  yourself  a  horse 
being  driven  with  a  load  on  a  soft  road  and  state  fully  what 
you  would  like  to  say  to  your  driver  about  the  way  you  should 
be  driven.  Imagine  yourself  a  horse  smooth  shod  on  a  slippery 
road,  what  would  you  say? 

^ 

Heat,   Cold,   Wind,   Rain,  Snow,   Sunshine 

ANIMALS  are  sensitive  to  all  these  things  in  the  same  way  you 
are.  Sunshine  is  necessary  to  the  health  of  most  domestic 
animals,  and  most  others.  If  kept  confined  all  the  time  indoors 
their  health  fails,  their  spirits  droop  and  they  become  unhappy. 
Extreme  heat  depresses  and  exhausts  them.  Cold  to  a  certain 
degree  stimulates  them,  beyond  that  it  chills,  weakens  and  causes 


EFFECT  OF  WEATHER  ON  ANIMALS. 


57 


them  pain.  What  the  point  is  at  which  heat,  cold  or  other  condi- 
tions cause  an  animal  snfferiuc:  and  injury  differs  with  every 
animal:  it  will  depend  upon 
his  age,  his  health  or  sickness, 
his  natural  hardihood  or 
weakness,  and  whether  he  is 
well  fed  or  poor,  exactly  as  it 
would  with  you. 

Every  animal  must  be  con- 
sidered and  treated  separate- 
ly, as  far  as  possible,  if  he 
needs  it.  Bodily  comfort  for 
both  animals  and  men  is  a 
thing  to  be  sought  for,  as  far 
as  may  be.  A  cold  wind  chills. 
Cold  rain  chills  and  weakens. 
Snow  falling  on  the  back  and 
lying  or  melting  there  is  sure 
to  chill.  None  of  these  things 
is  bad,  but  on  the  contrary  is  good,  provided  it  does  not  go  so 
far  as  to  cause  suffering.  Bodily  comfort,  as  a  rule,  is  the  test 
of  what  is  good  for  men  and  animals  alike,  but  especially  for 
animals. 


Deep  mud  in  Union  Stock  Yards.  Cattle 
had  to  stand,  lie  down  and  often  to  eat  here. 
Company  compelled   to    clean    and    pave 


Imagine  yourself  a  cold,  wet  or  hungry  horse,  cow,  dog  or 
cat  and  describe  fully  your  feelings.  Write  it  all  out.  Imneinc 
yourself  a  horse  tied  to  a  post,  a  cat  outdoors  on  the  window  sill, 
a  dog  at  the  door,  a  cow  in  her  stall,  all  cold,  wet  and  hungry, 
and  describe  fully  your  feelings  and  thoughts.  If  you  were  eat- 
ing a  good  dinner  in  a  warm,  pleasant  place,  or  going  to  sleep 
in  a  warm  bed,  and  you  learned  all  at  once  of  an  animal  cold,  wet 
and  hungry  outside,  what  ought  you  to  do?     Explain  fully  how 


58      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

you  would  want  to  be  treated  in  heat,  cold,  wind,  rain  and  sun 
if  vou  were  a  horse. 


Starting,   Going  and  Stopping 

WHEN  j^ou  want  your  horse  to  start  speak  to  him  and  tell  him 
so.  That  is  the  only  proper  way  for  him  to  find  out  you 
want  him  to  go.  Never  strike  him  to  start  him.-  A  blow,  even  a 
light  one  which  does  not  cause  him  any  pain,  startles  him  when 
given  without  warning  and  makes  him  afraid  and  uncertain. 

If  he  has  a  load  start  him  slowly  so  as  not  to  strain  and 
jerk  him.  When  he  is  going  Avatch  him  to  see  that  he  does  not 
go  too  fast  for  his  own  good,  get  too  tired,  go  lame  or  get  over- 
heated. Watch  the  road  so  as  to  give  him  the  benefit  of  it  at  its 
best.  Avoid  stones  and  sticks  Avhich  jerk  him,  slow  up  a  little 
when  the  ground  rises  or  falls  away  or  when  the  road  is  not  good 
for  any  reason.  Remember  that  driving  a  horse  is  a  very  differ- 
ent thing  from  letting  him  haul  you  around.  In  driving  him 
you  add  your  intelligence  and  experience  to  his.  It  takes  good 
sense,  kind  feeling  and  constant  attention  to  drive  a  horse 
properly. 

Similarly,  when  you  want  him  to  stop  tell  him  so.  Never 
jerk  him  to  stop  him  any  more  than  you  would  strike  him  to 
start  him.  He  does  not  know  you  want  him  to  stop  till  you  have 
said  so.  Stop  him  slowly  so  as  not  to  jar  or  jerk  him.  Remem- 
ber always  how  you  would  like  to  be  started,  driven  and  stopped 
by  him  if  you  and  he  were  to  change  places. 
^ 

Would  you  treat  a  hired  horse  differently  from  your  own? 
Why'  Imagine  yourself  a  horse  and  describe  fully  how  you 
would  like  to  be  started,  driven  and  stopped. 


SPIRITED  AND  FRETTING  ANIMALS.  59 

Fear   and  Its   Control 

IN  CONTROLLING  a  frightened  animal,  it  is  almost  necessary 
that  yon  have  his  confidence.  When  he  is  afraid  it  is  almost 
always  of  something  he  does  not  understand.  If  he  has  confi- 
dence in  you,  he  is  apt  to  rely  on  you  in  such  a  case.  The  surest 
way  to  gain  his  confidence  is  to  get  acquainted  with  him  and 
make  him  acquainted  with  you. 

Talk  to  him.  IMake  him  your  friend  and  make  him  under- 
stand you  are  his  friend,  who  will  see  that  he  is  not  hurt.  The 
more  you  talk  to  animals  the  quicker  they  are  to  learn  that 
what  you  say  means  something.  They  begin  to  take  an  interest 
then  in  knowing  what  you  mean. 

Never  punish  an  animal  because  he  is  afraid.  The  only  way 
to  cure  an  animal  of  his  fear  is  to  show  him  there  was  nothing 
to  be  afraid  of.  If  you  punish  him  when  he  is  afraid  he  may 
obey  5^ou,  but  it  is  because  he  is  more  afraid  of  you  than  of  the 
object  of  his  fear.  That  is  not  only  cruel  but  stupid. 
^ 

Imagine  yourself  a  horse  that  is  afraid,  and  describe  fully 
how  you  would  want  to  be  treated.     The  same  with  yourself  in 
the  place  of  a  frightened  dog  or  cat.     Explain  fully  how  you 
would  deal  with  a  frightened  horse.    A  frightened  child. 
<. 


Ambitious,   Spirited   and   Fretting  Animals 

ANIMALS  differ  from  each  other  in  di.sposition  and  intelli- 
gence .iust  as  they  do  in  their  looks,  and  ju.st  as  men.  women, 
boys  and  girls  differ  from  each  other.    They  are  all  different. 

Some  horses,  for  instance,  are  ambitious,  spirited  and  eager 
to  go  or  to  do.  Others  are  sluggish,  lazy  or  stupid.  Neither  kind 
of  horse  can  help  being  just  what  he  is.  The  slow,  lazy  or  stupid 
horse  cannot  help  being  that  way  any  more  than  the  heavy,  big- 


60      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

boned  and  big-bodied  cart  horse  can  help  not  being  a  racer.  The 
spirited,  nervous  and  high-strnng  horse  cannot  help  being  so,  for 
he  was  made  that  way. 

Owners,  drivers  and  all  persons  having  to  handle  animals 
should  take  each  one  by  himself,  study  him  and  give  him  the 
kind  of  work,  care  and  treatment  best  suited  to  him. 

The  spirited  and  ambitious  animal  will  run  or  work  himself 
to  his  injury,  and  often  to  his  death,  if  he  is  allowed  to.  lie  will 
fret  and  worry  if  held  back  or  hitched  up  with  a  slower  or  duller 
horse. 

Never  punish  him  for  fretting.  It  is  the  same  as  punishing 
him  for  the  noble  qualities  of  eagerness  and  ambition.  It  is 
both  cruel  and  stupid.  All  cruelty  is  stupid.  He  should  be  in- 
dulged and  controlled  gently.  His  energy  and  ambition  should 
be  admired,  appreciated  and  preserved.  Ambition  and  eager- 
ness to  do  something  good  ought  to  be  encouraged  in  both  people 
and  animals.  They  are  among  the  noble  and  useful  qualities  of 
life  which  arc  too  scarce. 

On  the  other  hand,  a  slow,  stupid  horse  ought  not  to  be  pun- 
ished or  scolded  for  not  being  lively  and  full  of  energy.  Roth 
are  as  they  Avere  made,  do  not  know  anything  different  and 
cannot  be  made  different,  except  that  the  spirit  of  the  proud 
horse  can  be  broken  by  abuse,  and  he  be  made  a  poor,  dispirited 
and  dejected  creature,  just  as  some  people  have  become  broken- 
spirited  from  the  same  cause.  There  are  few  sadder  sights  than 
this,  of  noble  qualities  misunderstood  and  destroyed  by  ignorance 
and  cruelty. 

The  slow,  dull  horse,  on  the  other  hand,  can  be  made  a 
timid,  nervous  creature,  living  his  life  in  fear  and  misery.  Both 
can  be  tormented,  made  unhappy,  have  their  dispositions  ruined 
and  spirits  broken  by  undeserved  jiunishment  or  stupid  abuse, 
exactly  as  your  temper  would  be  spoiled  and  your  heart  discour- 
aged by  being  scolded  and  pulled  back  all  the  time,  and  your 


TEASING  AND  PETTING  ANIMALS.  61 

eagerness  to  be  doing  something  good  balked  and  blamed.  It 
would  be  the  same  if  you  were  not  very  quick,  but  doing  the 
best  you  could,  and  yet  were  scolded  and  blamed  for  not  doing 

better. 

^ 

Imagine  yourself  a  spirited,  active,  fast  horse  and  describe 
fully  how  you  would  like  to  be  treated  and  why.  Imagine  your- 
self a  dull,  heavy,  plodding  horse,  and  describe  fully  how  you 
would  like  to  be  treated.  What  is  the  best  way  to  find  out  how 
aniamls  and  people  should  be  treated?  Why? 
iff 

Teasing  and  Petting  Animals 

NEVER  tease  a  horse,  dog  or  other  animal.  It  tends  to  spoil 
their  tempers  and  to  make  them  vindictive  and  dangerous. 
They  do  not  know  enough  to  understand  teasing  as  we  do,  so  they 
resent  it.    They  are  helpless  and  cannot  escape. 

Teasing  is  generally  thoughtless.  If  it  is  practised  on  some 
person  who  can  take  care  of  himself  and  give  as  good  as  he  gets, 
there  need  not  be  much  harm  in  it,  because  no  mischief  is  done. 

But  if  it  is  practiced  on  the  helpless,  either  children  or  ani- 
mals, so  that  it  hurts  their  feelings  or  makes  them  angry,  it  not 
only  is  foolish  but  also  mean  and  cowardly.  It  is  true  of  chil- 
dren and  of  all  animals. 

The  temper  and  disposition  of  good  dogs  is  very  often 
ruined  by  the  teasing  of  mischievous  boys  who  think  it  is  fun,  and 
who  do  not  realize  how  mean  and  cowardly  it  is.  The  dog  does 
not  like  it,  does  not  understand  it,  and  often  becomes  vicious  in 
self-defense.  Sometimes  he  is  killed  because  he  has  become 
vicious,  when  the  boys  who  teased  him  are  the  ones  who  should  be 
punished.  It  is  natural  and  right  for  animals  to  defend  them- 
selves, and  that  is  what  they  are  doing  when  they  resent  teasing. 
If  you  have  to  tease  somebody  take  somebody  able  to  defend 


62      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

himself.    Don't  be  cowardly  and  cruel  enough  to  tease  your  little 
brother  or  sister  or  your  horse,  dog  or  cat. 

On  the  other  hand,  almost  all  animals  love  to  be  petted. 
Kindness  and  caresses  will  win  over  almost  any  animal,  provided 
you  treat  him  well  in  other  ways.  Caresses  and  soft  words  do 
not  make  up  for  food,  water  and  shelter,  and  if  you  lavish 
petting  on  an  animal  you  neglect  in  other  and  more  important 
ways,  you  are  sure  of  the  contempt  of  all  sensible  and  just  per- 
sons. Pet  them  all  you  want  to  but  first  see  that  their  wants 
are  supplied. 


AVliy  and  how  does  it  hurt  you  to  be  teased  ?  If  you  teased 
a  dog  till  he  bit  you,  or  a  horse  till  he  kicked  you,  who  would 
be  to  blame  and  who  ought  to  be  punished?  Why?  Which 
is  worse,  to  let  somebody  else  be  punished  for  your  fault  or  to 
be  punished  yourself  ?  Why  ?  If  you  were  hungry,  thirsty,  cold, 
sick,  lame  or  sore  which  would  you  want  first,  caresses  and  soft 
words,  or  food,  drink,  warmth  and  care?  Why?  Explain  why 
it  is  cowardly  to  neglect  or  abuse  a  dumb  animal.  Is  it  cowardly 
to  be  cruel?  Why?  Can  a  man  be  both  brave  and  cruel? 
Explain  why. 

Explain  how  it  is  possible  to  admire  some  things  and  de- 
spise others  in  the  same  person.  How  can  you  tell  which  traits 
are  good  and  which  bad?  Ought  you  to  be  fair  and  just  to 
persons  and  animals  you  do  not  like,  and  who  do  not  like  you? 
Why? 

What  is  there  wrong  about  petting  a  horse  or  ilog  at  one 
time,  and  kicking  him  at  another  time  if  you  feel  like  it?  What 
is  the  difference  between  punishment  and  abuse?  Between 
neglect  and  abuse?  Explain  fully  what  punishment  is  for. 
Have  you  any  right  to  punish  unless  the  creature  punished 
knows  why,  and  will  be  bettered  by  it?  Why?  Why  is  pun- 
ishment to  be  avoided  as  much  as  possible?    Is  it  right  or  wise 


l^LIPPIXG  AND  FALLEN  HORSES. 


03 


ifci  II  ■11111^ 

"^'    ■    ^\J^t'^W 

I'^^yg^B 

r^S-^i 

W'i^M 

W^m 

to  punish  M'lien  you  are  angry  ?  Why  ?  Explain  when  it  is 
proper  and  necessary  to  punish?  "Why  should  you  always  re- 
member how  much  less  animals  know  than  you?  Why  should 
you  keep  in  mind  the  reason  you  are  punishing?  Why  are 
teaching  and  persuasion  better  than  punishment  when  it  is  pos- 
sible to  use  them?    Explain  fully. 

^ 


Slipping,   Stumbling  and   Fallen   Horses 

DRIVTXG  a  horse  fast  up  hill  exhausts  him  quickly.  Driving 
him  fast  down  hill  causes  great  strain  and  jar  to  his  forelegs 
and  1=  likely  to  make  him  stumble.  When  he  does  slip,  or  stum- 
ble, it  is  no  more  his  fault  than  it  is  yours  when  you  slip  and 
stumble. 

Never  strike,  jerk  or  scold  him  for  doing  any  of  these  things, 
but  find  out  what  the  cause  is  and  then  remove  it.     It  may  be 


G4      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

that  he  is  not  shod  properly,  his  feet  may  be  tender  or  his  legs 
weak,  he  may  be  tired,  the  road  may  be  rough  or  slippery,  or 
there  may  be  something  else  to  make  his  steps  uncertain.  A  two- 
wheeled  cart  often  swings  a  horse  off  his  feet. 

When  a  horse  falls  if  there  is  any  danger  of  his  plunging 
or  kicking  when  he  gets  up,  hold  his  head  down  till  he  can  be 
unhitched.  If  he  has  fallen  on  ice  or  snow  and  it  is  hard  for  him 
to  get  up,  spread  a  blanket  or  shovel  some  cinders  or  dii-l  for 
him  to  put  his  forefeet  on  in  getting  up. 

Imagine  yourself  a  horse  and  describe  your  feelings  if  hur- 
ried or  urged  when  drawing  or  carrying  a  heavy  load  up  hill. 
Imagine  and  describe  your  feelings  if  you  were  scolded  and 
struck  when  you  slip  or  stumble.  What  would  you  do  to  pre- 
vent a  horse  from  falling  if  you  were  driving  him  on  a  slippery 
or  icy  road  ?  Tell  how  you  would  want  to  be  treated  if  you  were 
a  horse  and  had  slipped,  fallen  or  stumbled. 
.1. 

Shying,   Kicking,   Rearing,   Biting,  Runaway   Horses 

ALIMOST  all  the  bad  and  dangerous  habits  of  horses  which 
sometimes  appear  to  come  from  a  bad  disposition  really  arise 
from  some  cause  which  can  be  found  and  removed.  Some  de- 
fect of  his  body  or  mind,  some  pain,  annoyance  or  abuse  I'-om 
which  he  has  suffered  in  times  past  accounts  for  most  of  the  tricks 
and  bad  habits  for  which  horses  are  often  unjustly  and  cruelly 
punished  and  abused.  In  most  cases  where  animals  misbehave, 
as  it  is  called,  what  they  need  is  good  sense  and  kindness  instead 
of  punishment.  The  cause  for  apparent  misbehavior  is  more 
often  than  not  something  from  which  they  suffer,  which  they 
cannot  help,  and  which  it  would  be  cruel  to  punish  them  for. 
The  horse  cannot  tell  what  the  trouble  is  and  is  abused  for  what 
would  make  us  feel  sorry  for  him  and  pity  him  if  we  knew  the 
facts. 


SHYING  AND  R  UNA  WA  Y  HORSES.  65 

For  example,  shying  is  generally  caused  by  defective  eyes, 
by  having  been  injured,  by  fear  or  some  similar  reason,  for 
which  the  poor  creature  should  be  pitied  rather  than  blamed. 
Runaways  generally  arise  from  a  sudden  fright  or  from  the 
peculiar  liability  of  a  horse  to  be  seized  with  sudden  panic,  a 
wild,  unreasonable  fear  of  nothing  in  particular.  To  prevent 
shying,  remove  the  cause.  To  prevent  runaways,  don't  let  your 
horse  get  started. 

A  kicking  horse  is  often  made  by  something  falling  against 
his  hind  legs  and  hurting  him.  Instinctively  he  kicks  to  protect 
himself.  A  biting  horse  is  often  made  so  by  teasing  him.  He 
bites  to  protect  himself.  A  horse  rears  to  get  away  from  some- 
thing which  frightens,  annoys  or  hurts  him.  Habits  in  horses 
are  quickly  formed,  just  as  in  ourselves.  Balky  horses  are  made 
by  overloading,  getting  them  discouraged  and  sullen. 

There  is  a  reason  for  everything  which  goes  apparently 
wrong.  The  only  sensible  thing  to  do  is  to  find  the  cause  and,  if 
possible,  remove  it.  That  is  true  of  everything  else  as  well  as  of 
the  conduct  of  animals. 


Imagine  yourself  a  horse  and  describe  in  how  many  wnys 
you  could  show  it  if  you  were  being  hurt.  Would  you  striko  or 
otherwise  punish  your  horse  if  he  shies?  Why?  Explain  why 
defective  eyes  may  make  a  horse  shy. 

Imagine  yourself  a  horse  and  state  fully  what  you  would 
say  to  your  driver,  if  you  could,  about  any  of  the  bad  habits 
mentioned  in  this  lesson.  How  many  things  can  you  think  of 
that  might  make  a  horse  kick?  Rear?  Bite?  Shy?  Runaway? 
Lunge  forward?  Why  is  a  hor.se  or  other  animal  to  be  treated 
like  a  dumb  child?  What  should  you  always  do  when  an  animal 
acts  in  an  unusual  manner?    Why? 


i^6      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

Interfering   and  Over-Reaching 

SOME  horses  in  trotting  strike  the  inside  of  one  fore  ankle  with 
the  inside  of  the  other  fore  hoof.  This  is  called  interfering. 
Unless  prevented  it  makes  a  very  sore  and  painful  bruise  on  the 
ankle. 

Some  horses  swing  the  hind  hoof  a  little  too  far  ahead  and 
strike  the  heel  of  the  fore  foot  with  the  toe  of  the  hind  foot. 
This  is  called  over-reaching  or  forging.  It  also  makes  a  painful 
bruise  and  sometimes  severely  strains  and  wrenches  the  horse. 
Both  these  things  should  be  carefully  watched  and  horses  not 
allowed  to  go  on  injuring  themselves  in  this  way.  Both  are 
sometimes  natural  but  oftener  are  caused  by  improper  shoeing 
the  shoe  in  case  of  interfering  sometimes  being  set  too  far  inside, 
in  the  case  of  forging  sometimes  projecting  too  far  forward,  or 
the  weight  of  the  shoe  sometimes  causing  the  foot  to  swing  out  of 
its  usual  course.     As  soon  as  discovered  protect  the  ankles  and 

prevent  its  recurrence. 

^ 

Strike  your  ankle  or  heel  a  sharp  blow  and  describe  the 
feeling.  Describe  fully  what  you  would  do  in  case  of  interfer- 
ing or  over-reaching. 

^ 

Balky  Horses 

THE  state  of  mind  which  causes  a  horse  to  balk  is  not  clearly 
understood.  Tt  is  likely  that  it  differs  somewhat  with 
different  horses.  As  near  as  can  be  determined  it  is  oftenest  an 
expression  of  sullenness,  resentment  and  discouragement.  The 
horse  apparently  makes  up  his  mind  he  will  not  try  any  more. 
It  is  generally  caused  by  overloading,  beating  and  abuse.  The 
horse  seems  to  decide  that  it  is  of  no  use  to  try,  that  he  can't 
pull  the  load,  and  that  he  will  be  beaten  anyway,  whether  he 
tries  or  not.     So,  whenever  he  happens  to  think  of  it,  his  feel- 


BALKY  HORSES. 


67 


the  prairie.      Water__holes  fenced  uli. 


ing  of  bitterness  and  resentment  comes  over  liini  again  and  he 
balks.     People  act  and  apparently  feel  in  exactly  the  same  way. 

It  is  almost  always  useless  to  punish  the  horse.  Besides, 
it  is  unjust.    The  fault  was  not  his  to  start  with,  nor  is  it  now. 

The  treatment  is  exactly  the  same  as  for  a  balky  or  sidlen 
child.  That  is,  get  his  mind  off  himself,  and  get  him  to  think 
of  something  else.  ^lany  methods  are  used  but  their  objects  are 
the  same.  Hardly  any  two  horsemen  favor  most  the  same 
method.  But  all  of  them  agree  that  whipping  and  abuse  do  not 
do  any  good  and  are  very  cruel. 

Explain  fully  and  in  your  own  words  why  a  horse  balks. 
Explain  fully  why  you  balk  and  how  you  feel.     Describe  how 


68  DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


I  lie  coll  IS  slaijiiing  so  his  inothur  s  tail  will  keep  otiF  the  flies.      If   his   mother    had    been 
docked  she  could  not  keep  the  flies  off  herself  or  her  colt 

to  cure  yourself  of  balking.  Describe  all  the  different  ways  you 
can  find  of  curing  a  balky  horse  and  explain  which  ones  are 
wrong,  if  any,  and  why.  What  is  the  difference  between  «;tart- 
ing  a  balky  horse  and  curing  him?  Why  is  it  wrong  and  foolish 
to  lose  your  temper  over  a  balky  horse?  What  do  you  mean 
by  losing  your  temper? 


Flies   and  Gnats 


HORSES  are  very  nervous  animals,  some  of  them  more  so  than 
others.     Flies  and  gnats  annoy    and    distress    them    very 
much.     When  flies,  mosquitoes  and  gnats  are  very  bad,  horses 


FLIES  AND  GNATS.  69 

exposed  to  their  attacks  quickly  begin  to  lose  flesh.  In  some 
countries  the  attacks  of  insects  are  fatal  to  animals. 

Horses  and  some  other  animals  have  the  power  to  twitch 
the  skin  on  the  fore  part  of  the  body  and  thus  dislodge  insects. 
Their  hinder  parts  can  be  protected  by  their  tails.  Twitching 
the  skin,  switching  the  tail,  stamping  and  biting  arc  all  the 
natural  means  of  "protection  from  such  insects  horses  and  like 
animals  have. 

These  means  of  protection  are  more  nearly  sufficient  in 
the  field  where  the  horse  is  at  liberty,  but  when  he  is  harnessed, 
or  is  tied  in  the  barn  where  flies  are  especially  thick  they  are 
not  enough.  Fly  nets  should  be  used  in  such  cases,  for  the  body 
and  especially  for  the  eyes,  which  are  particularly  subject  to  the 
attacks  of  flies.  The  stable  should  be  kept  dark  if  it  can  be. 
Kerosene  and  water  sprayed  around  the  stable  where  the  flies 
breed  will  diminish  their  numbers  a  good  deal. 

The  tail  should  be  left  long.  In  muddy  weather  it  can  be 
tied  up.  The  hideous  cruelty  of  cutting  off  part  of  the  bone 
and  flesh  of  a  horse's  tail  and  then  searing  the  stump  so  the 
tail  will  never  grow  again,  is  a  wicked  and  cruel  thing  in  the 
same  way  that  putting  out  the  horse's  eyes  Avould  be.  It  is 
called  docking,  and  is  supposed  by  some  cruel  and  thoughtless 
people  to  give  the  horse  a  smart  appearance,  while  in  reality 
it  destroys  his  beauty. 

The  operation  is  very  painful  and  after  it  has  been  per- 
formed the  horse  can  never  again  protect  himself  against  in- 
sects. In  almost  all  civilized  countries  docking  is  a  criminal 
offense.  Yet  in  great  cities  many  docked  horses  can  be  seen, 
because  it  is  a  crime  committed  in  secret,  and  the  evidence  of 
who  did  it  cannot  be  obtained.  The  person  who  pays  to  have  it 
done  is  often  as  guilty  as  the  man  who  does  it  and  sometimes 
more  so.  It  will  go  out  of  use  as  people  grow  kinder  and  more 
intelligent. 

The  tendons  under  the  tMil  nt-c  somof imcs  cnl  iiffcr  ;i  liorse 


70      DVMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

is  docked  so  he  can  never  draw  the  tail  down  again.  This  is 
called  nicking.  Docking  and  nicking  go  together — both  cowardly- 
cruelties. 


Explain  fully  M'hy  docking  and  nicking  horses  are  both  so 
cruel  that  the  law  makes  them  crimes.    AVhat  is  a  crime? 


Rest   and   Holidays 

AXIIMALS  which  work,  exactly  like  people  who  work,  need  rest 
and  occasional  holidays.  All  creatures  have  a  right  to  com- 
fort and  happiness  and  those  who  work  have  an  especial  right 
because  they  earn  it.  INIoreover,  they  do  their  work  bettei-.  do 
more  of  it  and  keep  their  health  and  strength  better.  It  is  for 
the  interest  of  their  owners  to  treat  animals  as  well  as  possible 
in  all  ways,  and  this  is  one  of  them.  It  is  so  much  for  the  own- 
er's interest  to  treat  his  animals  well  that  only  stupid  and  reck- 
less people  will  ever  ill-treat,  neglect  or  abuse  their  aniiQals, 
whether  they  care  anything  for  the  comfort,  rights  and  happi- 
ness of  the  animals  themselves  or  not. 

Horses,  for  example,  should  not  work  too  many  hours  a 
day,  should  rest  one  day  in  the  week  and  should  have  an  occa- 
sional week  or  month  in  pasture,  when  possible.  This  is  almost 
always  possible  for  work  animals,  even  in  cities,  and  pays  their 
owners  well. 


Is  it  well  for  any  creature  to  work  seven  days  a  week? 
Why?  Explain  what  yoi?  mean  by  resting  and  holidays.  De- 
scribe a  good  resting  place  for  work  horses, 


HELPLESSNESS  OF  ANIMALS. 


71 


Out  in  the  storm.     Begging  to  get  in  the  house.      Almost  frozen.      What  do  you  think  oi 
the  boy,  girl,  man  or  woman  he  belongs  to?     Cruelty  to  animals  is  against  the  law 


Helplessness   of  Animals 

IN  THEIR  natural  state  animals  run  wild,  find  their  food  and 
drink  ready  for  them,  and  live  in  freedom  to  go  where  and  do 
what  they  want  to.  If  food,  drink  and  shelter  are  scarce  in  the 
places  where  they  happen  to  be,  they  are  at  liberty  to  find  some 
other  place  where  they  are  more  plentiful.  Generally,  in  their 
wild  state,  instinct  and  experience  teach  them  where  to  go. 

In  captivity  or  in  domestication  they  become  helpless  pris- 
oners or  slaves,  dependent  on  men  for  almost  everything,  unable 
to  help  themselves  in  any  way  and  suffering  dumbly  and  help- 
lessly till  their  wants  are  relieved  by  somebody  else,  exactly  as  a 


72      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

human  prisoner  would,  except  that  a  prisoner  can  use  his  voice 
and  speech  to  make  his  wants  known. 

Besides  that,  more  attention  is  paid  to  the  wants  of  a  child 
than  to  those  of  an  animal,  and  he  is  not  likely  to  go  so  long 
without  relief.  Even  a  child  is  not  so  helpless  as  an  animal.  A 
child  so  young  he  can  only  cry  is  pretty  sure  to  attract  the  notice 
of  someone  who  will  see  that  he  is  relieved. 

The  cries  of  animals  are  not  understood  by  many  people  and 
many  of  them  suffer  without  making  any  outcries.  The  suffer- 
ing of  animals  is  not  considered  so  important  as  that  of  human 
beings  by  most  people  and  it  requires  a  much  greater  degree  of  it 
in  the  animal  to  move  people  to  action  than  would  be  necessary 
in  the  case  of  children. 


"What  is  meant  by  a  prisoner?  A  slave?  Dependence? 
Freedom?  Captivity?  Domestication?  How  are  animals  like 
prisoners?  Like  slaves?  Imagine  yourself  an  animal,  then  ex- 
plain in  how  many  w^ays  you  would  be  more  helpless  than  you 
are  now.  Explaiu  as  fully  as  you  can  hoAV  you  would  want  to 
be  treated  if  you  were  an  animal. 

« 


Old,   Poor,   Forlorn   and  Injured   Animals 

THOUGHTLESS  and  cruel  persons  often  laugh  at  old,  lame  and 
hurt  horses  and  other  animals,  seeming  to  regard  them  with 
contempt.  The  more  foi-lorn  and  pitiable  they  are  the  funnier 
it  seems  to  such  people.  Anyone  who  finds  amusement  in  the 
distress  of  an  animal  would  be  amused  also  at  the  distress  of 
an  old  man  or  woman,  poor,  crippled  and  in  distress. 

Such  people  also  are  apt  to  laugh  at  the  pain  and  the  cries 
of  an  injured  animal.  "When  a  dog  has  his  leg  broken,  cries  out 
in  his  pain  and  goes  limping  along  or  runs  away  in  fear,  or 


OLD  AND  INJURED  ANIMALS.  7£l 

when  he  hus  been  struck  with  a  stone  and  yelps  in  pain,  it  is 
amusing  to  such  people. 

It  is  not  easy  for  right-minded  people  to  understand  the  lack 
of  thought  and  the  savage  nature  which  is  pleased  at  the  suffer- 
ing of  any  creature.  All  persons  who  feel  anything  but  sorrow 
and  pity  when  any  creature  is  hurt,  are  cruel-hearted  or  cold- 
hearted  people  who  are  not  to  be  trusted.  There  is  nothing  funny 
about  poverty,  pain,  distress  or  old  age.  Only  stupid,  cruel  and 
cowardly  people  laugh  at  them.  Anyone  who  does  would  laugh  at 
your  pain  and  suffering  just  as  quickly  as  he  does  at  that  of 
others. 

When  a  horse  is  poor,  lame  and  old  it  is  generally  true  he 
has  spent  his  life  in  patient,  useful  labor  and  has  been  abused 
and  neglected  by  those  for  whom  he  worked.  Anybody  who  is 
amused  by  his  suffering  is  a  good  person  to  watch  and  to  let 
alone. 


Why  is  it  a  sign  of  cruelty  to  laugh  at  a  poor,  lame  or  old 
and  decrepit  horse  or  other  animal?  Why  is  it  a  sign  of  cow- 
ardice? Of  thoughtlessness?  Imagine  yourself  with  a  broken 
leg  and  people  laughing  at  you  and  describe  your  feelings.  Im- 
agine yourself  laughed  at  because  your  clothes  are  old,  poor  or 
ragged,  or  because  you  are  a  cripple,  or  because  you  are  blind, 
or  because  of  any  other  misfortune  that  may  have  befallen  you, 
then  describe  your  feelings.  Why  should  we  respect  pain  or 
trouble  of  any  kind?  When  any  creature  is  in  pain  or  distress 
of  any  kind  what  ought  we  to  do  besides  feel  sorry?  Explain 
fully. 


74      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


Intelligence   and   Virtues  of  Animals 

ANIiMALS,  exactly  like  ourselves,  differ  from  each  other  not 
only  in  shape,  size,  strength  and  other  characteristics  of  their 
bodies,  but  also  in  disposition,  intelligence  and  qualities  of  iniiul 
and  heart,  for  animals  have  hearts  and  feelings  like  ourselves. 
This  is  not  only  true  of  animals  of  different  .kinds  but  it  is  just 
the  same  in  different  individual  animals  of  the  same  kind.  No 
two  horses,  dogs  or  other  animals  are  just  alike  any  more  than 
any  two  men,  women  or  children  are  just  alike. 

Some  are  very  much  brighter  and  quicker  to  learn  than 
others.  They  differ  in  traits  of  character  like  temper,  ambition, 
reliability,  kindness,  affection,  gratitude  and  loyalty.  Their  in- 
telligence and  virtues  can  be  made  greater  or  less  by  the  treat- 


ISTELLUiESCE   OF   AMMALS.  75 

lueut  wliicli  \vc  give  Ihom,  exactly  as  in  ilie  ease  of  us  luuuaus. 
If  they  are  neglected,  and  little  or  no  attention  paid  to  them, 
they  have  no  chance  to  learn  and  become  more  intelligent.  If 
they  are  abused  and  neglected,  or  treated  with  indifference  and 
cruelty,  their  virtues  not  only  have  no  chance  to  develop  but  are 
stunted,  and  their  dispositions  become  suspicious,  uncertain  and 
sour,  just  as  those  of  people  do  who  are  treated  in  that  way. 

Generally  speaking,  it  is  true  that  animals  are  grateful  for 
favors  done  them,  will  not  injure  one  whom  they  regard  as  a 
friend,  and  are  loyal.  They  are  seldom  treacherous.  Generally, 
also,  they  are  kindly  disposed  and  will  treat  you  well  if  not 
hurt  or  molested,  unless  they  liave  been  spoiled  by  abuse. 

As  a  rule,  they  will  treat  those  who  treat  them  kindly  in  the 
same  way  and  will  forgive  injuries  beyond  the  capacity  of  for- 
giveness in  the  average  human.  The  faithfulness  of  the  horse, 
the  fidelity,  gratitude  and  affection  of  the  dog,  are  recognized 
by  everybody  as  being  greater  in  degree  than  that  of  most  of 
us.  The  corresponding  virtues  of  other  animals  are  not  so  well 
known  l)ut  Avould  be  almost  as  highly  esteemed,  if  they  were  un- 
derstood. 

^ 

What  is  the  difference  between  intelligence  and  education  ? 
]\Iention  some  of  the  ways  in  which  a  horse  shows  his  intelli- 
gence. A  dog.  A  bird.  A  cat.  Mention  some  of  the  ways  in 
which  you  and  other  animals  learn. 

"What  do  you  mean  by  virtues?  IMention  some  of  the  virtues 
you  and  other  animals  have.  AVhat  are  vices?  Mention  some 
of  those  you  and  other  animals  can  have?  How  should  you  and 
other  animals  be  cured  of  vices?  Describe  how  you  and  other 
animals  should  be  treated  so  as  to  learn  fastest.  So  as  +o  be 
good.  Bring  in  stories  sliowing  the  intelligence  or  virtues  of 
animals. 


7(j    dl;.\jb  ammals  and  now  to  treat  tiikm. 

Old   Age 

As  IN  almost  all  other  ways,  we  are  like  auiinals,  also,  in  grow- 
ing old.  Old  horses,  old  dogs,  cattle  and  all  domestic  ani- 
mals are  like  old  people.  No  doubt  wild  animals  are  like  domes- 
tic animals  in  being  like  us  if  we  had  a  chance  to  observe  them, 
and  are  so  in  growing  old. 

Their  powers  of  mind  and  body  begin  to  fail.  Their  senses 
become  less  acute.  Their  teeth  need  attention,  and  sometimes 
they  have  to  be  fed  altogether  on  soft  food.  Their  strength  and 
activity  rapidly  diminish,  as  does  their  value  to  their  owners. 

]\Iany  people  sell  their  old  animals,  especially  their  old 
horses,  after  many  years  of  valuable  service,  and  pay  no  atten- 
tion to  what  their  lives  and  treatment  may  be  afterwards. 

When  a  horse  has  worked  faithfully  for  his  owner  nothing 
but  necessity  should  induce  his  owner  to  part  with  him  and  even 
then  he  should  take  all  pains  possible  to  see  that  he  goes  to  a 
kind  owner.  It  is  only  thoughtless  and  cruel  people  who  do  not 
care  what  becomes  of  their  animals  when  they  can  serve  tliem  no 
longer. 


p]xplain  fully  wliat  old  age  means  and  what  special  care  all 
animals,  including  ourselves,  need  in  old  age.  What  has  a  hard- 
working, faithful  animal  earned  and  what  do  you  owe  him  in 
his  old  age?  What  is  your  opinion  of  a  person  who  mistreats  an 
old  horse  that  has  given  good  service?  What  do  you  think  of 
one  who  treats  such  animals  kindly?  Bring  in  stories  about  old 
animals. 

* 

Happiness 

ANIMALS  are  happy  for  the  same  reasons  you  are  happy. 
That  is.  they  must  be  comfortable  and  feel  good.  They  must 
Ix'  in  good  honltli.  not  snfforimr  |>nin.  and  mnst  feel  ufoad  in  body 


ANIMALS  BELONGING  TO  OTHER  PEOPLE.        77 

and  mind.  They  have  feelings  and  affections  just  as  we  have, 
and  these  feelings  and  affections  have  to  be  considered  just  as 
ours  do.  A  horse,  dog  or  other  animal  cannot  be  happy  when 
he  is  hungry,  thirsty,  cold  or  sick,  nor  when  he  is  afraid,  lone- 
some, homesick,  anxious,  nervous,  worried  or  parted  from  his 
human  or  animal  friends.  This  is  true  of  many  other  things 
which  make  us  unhappy  and  which  the  horse  or  dog  or  other 
animal  feels,  too.  A  mother  dog,  horse  or  cow  suffers  deeply 
at  separation  from  her  puppies,  colt  or  calf. 

They  are  not  so  well  off  as  we  are  in  some  respects,  for 
they  cannot  forget  their  discomfort  or  pain  in  memory  or  hope 
of  relief  or  in  thinking  of  other  things,  as  we  can.     They  live 
in  the  present  much  more  than  we  do. 
^ 

Explain  what  you  mean  by  happiness  and  describe  some  of 
the  things  which  are  generally  necessary  to  it.  Why  is  happi- 
ness a  good  thing  for  all  creatures?  What  right  have  you  to  be 
.happy?  What  right  have  animals  to  be  happy?  Is  there  any 
difference  between  you  and  other  animals  in  the  right  to  be 
happy  ?  Why  ?  How  does  the  happiness  of  another  affect  you  ? 
How  does  the  misery  of  an  animal  or  of  another  person  affect 

others  ? 

* 

Animals   Belonging  to  Other  People 

Ol'R  first  duty  is  to  our  own  animals  to  see  that  tlioy  are  com- 
fortable and  happy.  But  it  Is  also  the  right  and  duty  of 
everybody  to  see,  as  far  as  he  can,  that  all  animals  are  happy 
and  kindly  treated.  That  is  because  they  are  themselves  help- 
less and  must  depend  on  us  to  help  them  when  thoy  need  it. 

We  should,  accordingly,  form  the  liabil  oF  noticing  and 
watching  the  condition  and  behavioi*  of  animals  so  \v(>  oau  ))c 
of  use  to  them  when  thev  need  it.     Tf  we  sec  tlicm  abused  or  ricg- 


78      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


THE  WRONG  AND  CRUEL  WAY 

Tied  to  post  in  storm,    almost   frozen,    no   blanket.       Owner   comfortabli-   in   some   warm 
room.      What  do  you  think  of  him? 


lected,  uncomfortable  or  unhappy,  we  should  not  hesitate  to  do 
all  we  can  for  them,  ourselves,  by  calling  attention  to  them  and 
insisting  on  their  being  relieved.  If  nothing  else  will  do,  the 
officers  of  the  laAv  should  be  called  and  asked  to  see  that  they 
are  properly  treated.  Any  helpless  creature,  brute  or  human, 
has  a  right  to  this  from  us.  If  we  stop  to  imagine  ourselves  in 
the  condition  of  helpless  and  suffering  animals  with  no  one  to 
notice  and  to  help  us,  we  shall  not  be  apt  to  fail  to  do  all  we 
cjiii  for  tlieni. 

* 

Why  is  it  our  diitv  to  care  for  oiir  own  ;niininls  more  than 


cows  AND  OTHER  CATTLE.  79 

it  is  to  care  for  those  of  other  people?  Why  is  it  our  duty  to 
interfere  for  the  welfare  of  any  animal?  Imagine  yourself  an 
abused  animal  and  then  state  fully  what  you  would  want  people 
to  do  for  you.  Have  we  officers  to  aid  us  where  animals  are 
abused?  Have  Ave  any  laws  protecting  dumb  animals?  What 
penalties  are  there  for  violation  of  such  laws  ? 
4^ 

Cows   and   Other  Cattle 

IN  GENERAL  and  as  far  as  the  natures  of  the  animals  are 
alike,  the  same  rules  apply  to  the  proper  treatment  of  cattle  as 
do  to  that  of  horses.  Their  wants  in  general  are  the  same.  Their 
inability  to  supply  their  wants  and  their  dependence  on  us  are 
the  same. 

Except  that  oxen  are  still  occasionally  used  to  do  farm 
work,  cattle  do  not  work  as  horses  do.  But  as  to  food,  drink, 
shelter,  freedom  as  far  as  possible  and  as  to  kind  treatment  in 
all  ways,  the  same  rules  apply  in  their  case  as  in  that  of  horses, 
dogs  and  other  domestic  animals. 

The  production  of  beef  and  milk  of  as  good  a  quality  as 
possible  are  the  two  chief  objects  in  keeping  cattle.     Quantity 
and  quality  will  both  be  better  the  better  the  animal's  treatment. 
^ 

Give  examples  of  general  care  of  animals,  which  is  always 
the  same,  and  of  special  care  which  depends  on  the  differences 
between  them.  Mention  some  of  the  ways  in  which  horses, 
cattle,  dogs,  cats  and  birds  need  different  care.  How  would 
you  care  for  wild  animals  in  captivity?  Bring  in  sonio  stories 
about  cattle. 


80      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


r  ^  >^^m  %''-^mJ^'  ^  Iff 


^IP^'^i 


T 


THE  WRONG  AND  CRUEL  WAY 

Snow  on  their  backs  and  half  way  up  their  legs,  in  the  storm,  hungry  and  half  frozen, 
bawling  for  food  and  shelter.  What  do  you  think  of  their  owner?  Cruelty  to  animals 
is  against  the  law 


Beef  and   Milk 


COWS  are  kept  to  produce  milk.  Whatever  tends  to  the  larcr- 
e.st  production  of  milk  of  the  be.st  quality  is  best  for  the 
cow  and  for  the  cow's  owner.  Siieli  tilings  are  warmth,  shelter, 
plenty  of  pure  water,  enougli  and  a  variety  of  good,  substantial 
and  juicy  food,  cleanliness,  the  utmost  kindness  and  anything 
else  which  goes  to  the  eomfort  and  well-being  of  the  animal. 

The  chief  use  of  (iHici-  cMttlc  is  to  produce  beef.     The  r-iame 
rules  iipi)ly  1o  such  i-altlc     The  liodily  lieat  of  any  nnimnl  must 


BEEF  AND  MILK.  81 

be  kept  up  to  a  certain  point.  'JMiis  is  done  partly  by  the  food 
eaten  and  partly  by  outside  heat.  It  is  the  same  with  us.  Cloth- 
ing, fire,  exercise  and  the  food  we  eat,  all  help  in  keeping  up  our 
bodily  heat. 

A  part  of  the  food  eaten  goes  to  repair  waste,  a  part  to  add 
new  growth,  while  the  rest  is  used  to  produce  warmth.  The  more 
of  the  necessary  heat  there  is  supplied  from  the  outside,  the  less 
food  we  have  to  eat  for  that  purpose,  and  the  more  of  what  we 
eat  goes  into  growth,  strength  and  the  other  purposes  of  the 
body.  The  more  warmly  a  cow  is  housed  the  less  she  is  obliged  to 
eat  to  keep  warm,  and  the  more  of  what  she  does  eat  goes  into 
flesh,  fat  and  milk.  That  is  why  it  is  cheaper  to  shelter  animals 
well  and  keep  them  warm. 

:\Iilk  and  flesh  are  both  made  out  of  food  and  drink.  The 
more  there  is  of  food  and  drink  and  the  better  it  is  the  more  and 
better  will  be  the  milk  and  beef.  Experience  shows  that  a 
seared,  nervous  cow  falls  off  rapidly  in  flesh  and  in  milk,  just 
as  a  scared  and  nervous  horse  loses  flesh  rapidly.  In  dairies  run 
on  scientific  lines  an  employe  who  uses  loud  and  harsh  language 
to  a  cow  is  discharged  at  once.  It  is  wasteful,  and  the  owners 
cannot  afford  it.  The  same  thing  is  true  of  scientific  horse- 
raising.  A  cold,  hungry,  thirsty  or  frightened  and  unhappy  cow 
does  not  give  very  much  milk,  nor  is  it  very  good. 

Anger  is  a  kind  of  poison,  bad  for  man  and  animals. 

*■ 

Explain  fully  the  effect  on  animals  of  being  well  fed,  shel- 
tered and  cared  for,  and  of  the  opposite  treatment.  Of  being 
kept  comfortable,  contented  and  happy,  and  of  being  abused, 
scared,  frightened  and  in  pain.  How  should  the  food  given  a 
hard-working  horse  differ  from  that  given  a  cow  and  why? 
Explain  fully  all  the  reasons  for  treating  animals  kindly  and 
well. 

What  would  be  the  condition  of  the  milk  taken  from  an 
angry  cow?     A  scared  cow? 


s2     />/!//;  ,i.\7.i/.i/.x  AM)  now  TO  rur.AT  I hi:m. 


Sheep  and   Hogs 

IN  A  GENKlvAL  \vay  wliatevei-  is  true  of  tlie  proper  treatment 
of  horses,  cattle  and  other  animals  is  true  of  sheep,  hogs, 
poultry  and  other  domestic  animals.  All  of  them  require  and 
have  a  right  to  plenty  of  good,  fresh  food  and  drink,  to  shelter 
from  storms  and  cold,  to  good  beds,  to  be  treated  kindly  and  to 
be  kept  clean.  Special  care  is  needed  for  each  kind  of  animals, 
to  make  them  thrive  best;  but  comfort  and  happiness  is  good 
for  them  all  and  is  the  right  of  all. 

Sheep  are  timid  and  delicate  creatures  which  need  especial 
carefulness  in  handling.  They  should  not  be  sheared  too  early 
in  the  spi-ing,  for  llicy  will  then  sufFci'  from  cold  and  stoi-ms. 


SHEEP  AM)  HOGS.  83 

When  being  sheared  they  should  ho  handknl  siontly  and  care 
taken  not  to  cut  them  Avith  the  shears. 

Hogs  are  ahnost  universally  supposed  to  be  unclean  in  their 
habits,  but  as  a  matter  of  fact  it  is  chiefly  the  manner  of 
their  confinement  which  makes  them  appear  to  be  so.  They  cannot 
help  themselves.  In  most  cases  they  could  not  keep  clean  if  they 
tried.  In  the  fields  and  woods  in  their  natui-al  state  they  are 
not  more  uncleanly  than  most  other  animals.  In  confinement 
they  should  be  given  clean  beds,  clean  food  and  drink.  Besides 
their  own  rights  the  quality  of  their  flesh  as  food  is  directly  af- 
fected bj'  their  way  of  living  and  feeding.  Many  times  the  flesh 
of  animals  is  unwholesome  and  injurious  on  account  of  the  way 
they  are  kept. 

Hogs  are  much  more  intelligent  than  they  arc  credited  with 
being,  as  are  most  other  animals,  and  while  they  are  despised  and 
looked  down  upon  because  of  their  disposition  to  gorge  them- 
selves, and  their  supposed  uncleanly  habits,  they  are  entitled  to 
good  treatment.  They  cannot  help  their  natures,  nor  do  they 
know  that  they  need  any  change. 


What  do  you  mean  by  comfort?  Describe  how  you  and 
other  animals  feel  when  you  are  comfortable.  Does  a  hog  have 
as  good  a  right  to  kind  treatment  as  a  horse,  dog  or  other  ani- 
mal? Why?  Should  our  personal  feelings  of  like  or  dislike 
make  any  difference  in  our  treatment  of  animals?    Why? 

Mr.  A.  treats  all  his  animals  kindly,  justly,  and  studies  their 
nature,  while  B.  is  harsh;  cruel,  unkind  and  gives  little  thought 
to  his  animals.  Describe  the  animals  in  each  case,  giving  their 
appearance  and  their  disposition.  Bring  in  some  stories  about 
sheep  and  hogs. 


84      DUMJ:  AMMALS  AND  HOW  TO  TREAT  TIIEM. 

The   Dog 

IT  IS  claimed  that  the  elephant  is  the  most  intellinrent  of  ani- 
mals. Many  people  believe  the  horse  is  so.  But  the  majority 
of  people  would  agree  that  of  all  the  animals  with  which  we 
are  most  familiar,  the  dog  is  not  only  the  most  intelligent,  but 
he  also  has  to  the  greatest  degree  the  noble  virtues  of  unselfish- 
ness, faithfulness,  gratitude,  affection  and  good  will.  Man  has 
no  nobler  or  higher  qualities,  and  very  few  of  ns  have  them  to 
the  same  degree  as  they  are  often  displayed  by  the  often  despised 
dog. 

Dogs  are  despised  or  disliked  only  by  those  who  do  not  un- 
derstand them,  or  who  are  themselves  deficient  in  the  noble 
qualities  which  dogs  have. 

Dogs  are  also  among  the  most  sensitive  of  animals,  their 
feelings  being  easily  hurt  and  their  spirits  being  easily  raised  or 
depressed.  Loud  words  and  harsh  language  startle  and  depress 
them.  Their  sense  of  hearing  is  usually  much  more  sensitive 
than  ours  and  their  sense  of  smell  is  so  much  more  sensitive  that 
we  can  hardly  understand  it. 

Many  people,  those  who  do  not  understand  animals  very 
well,  think  the  way  to  speak  to  them  is  in  a  loud,  harsh  and 
overbearing  way.  That  is  a  mistake.  Speak  low  and  distinctly 
but  not  loudly.  The  essential  thing  is  to  make  yourself  under- 
stood and  that  is  not  done  by  loud  talk  to  animals  any  more 
than  it  is  by  loud  talk  to  people.  First  get  the  dog's  attention 
and  make  him  understand  you  are  saying  something  to  him. 
Then  speak  slowly,  firmly  and  distinctly. 

Like  all  animals,  dogs  know  much  more  than  they  are  be- 
lieved to  know  by  anybody  except  those  who  love  and  under- 
stand them,  and  feel  their  treatment,  whether  kind  or  harsh, 
much  more  keenly  than  most  people  think.  Like  all  highly 
developed  animals,  also,  they  differ  from  each  other  very  much 
in  disposition  and  character  as  well  as  in  degree  of  intelligence. 


THE  DOG. 


85 


They  should  be  treated  on  that  account  as  individuals,  as 
sons,  and  due  regard  should  be  shown  for  their  peculiar 
The  kir-d  of  treatment  and 
training  needed  by  a  bold, 
.head-strong  dog  would  spoil 
the  temper  and  ruin  the  spirit 
and  disposition  of  a  timid, 
nervous  one.  Dogs  have  many 
virtues  besides  those  men- 
tioned, as  anyone  who  loves 
and  studies  them  will  dis- 
.cover.  It  is  doubtful  if  we 
have  any  virtues  which  they 
lack. 


par- 
ties. 


A   happy   dog 

Explain  fully,  with  ex- 
amples, what  you  mean  by  unselfishness,  faithfulness,  affection, 
good- will,  gratitude.  Have  you,  yourself,  any  of  these  qualities? 
Explain  fully  why  they  are  called  noble  qualities  or  virtues. 
Are  there  any  other  virtues,  and  what  are  they?  How  many  of 
them  do  animals  have?  Are  any  of  these  virtues  selfish?  Give 
examples  of  all  the  ways  in  which  the  natures  of  two  people  or 
two  animals  can  differ.  Explain  how  these  differences  should 
be  treated  by  other  people.  Explain  what  is  meant  by  sensitive- 
ness. By  despising  anybody  or  thing.  Have  you  a  right  to  de- 
spise any  creature?  What  have  you  a  right  to  despise?  How 
should  you  speak  to  animals  and  why  ? 

Does  a  dog  know  what  you  think  of  him?  How  does  he 
know  your  thoughts?  Write  out  a  dog's  opinion  of  a  loving 
master.  Of  a  cruel  master.  Why  do  dogs  so  often  look  us 
straight  in  the  eyes?  Bring  all  the  stories  you  can  about  the 
good  qualities  of  animals. 


Starved  dog.     Kcpi 


up  till  siarved.      See  the  suflFering  in   his   face.      What  do 
you  think  of  his  owner? 


THE  DOG.  87 

The  Dog 

Continued 

IT  IS  the  nature  of  dogs,  just  as  of  ourselves,  to  do  whatever 
they  want  to.  As  far  as  possible,  without  interfering  with 
the  rights  of  others  and  our  own  duties,  we  should  be  permitted 
to  do  what  we^want  to.  But  we  are  taught  very  early  that  there 
are  many  things  we  want  to  do  which  we  must  refrain  from  do- 
ing because  of  some  injury  to  others  or  to  ourselves.  As  children 
we  are  taught  and  trained  what  to  do  and  what  not  to  do. 

It  is  the  same  way  with  a  dog.  Naturally  he  wants  to  b.M'k, 
to  chase  anything  in  motion,  to  growl  and  bite  if  annoyed  and 
to  do  many  other  things  which  it  is  inconvenient  or  dangerous 
for  him  to  do.  But,  unless  he  is  taught,  the  dog  does  not  know 
any  better  any  more  than  a  child  does.  So,  when  a  dog  is  tie 
cause  of  danger  or  annoyance  to  anyone  it  is  almost  always  be- 
cause he  was  not  taught  how  to  behave.  If  you  have  a  dog  it 
is  your  duty  to  teach  him  to  behave  in  his  way  as  well  as  you  do 
in  your  way.  If  you  do  not  do  that  it  is  your  fault  when  he  gets 
into  mischief  or  does  some  damage.  If  you  were  kept  outdoor.-j 
and  never  taught  how  to  act  you  would  not  behave  much  better 
than  dogs  do  and  perhaps  not  as  well  in  some  ways. 

INIad  dogs  are  exceedingly  rare.  Dogs  ftre  sick  and  some- 
times delirious,  just  as  people  are,  and  they  sometimes  act  as 
if  they  were  crazy,  just  as  people  do.  But  that  does  not  mean 
that  they  are  mad  and  have  what  is  called  hydrophobia  or 
rabies.  A  great  deal  of  nonsense  is  printed  and  believed  by  most 
people  about  mad  dogs.  They  are  very  seldom  met  with.  Mos^ 
people  live  all  their  lives  without  seeing  a  mad  dog  or  hearing 
of  one  that  was  really  mad,  although  most  of  us  frequently  read 
accounts  in  the  newspapers  of  so-called  mad  dogs  which  were 
really  only  sick  dogs. 

^ 


88      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

.Mention  some  of  the  bad  habits  a  dog  can  have.  If  he  is 
your  dog  and  lias  any  of  these  habits  who  is  to  blame  and  why? 
When  a  dog  is  sick  what  should  you  do  for  him?  How  will  he 
be  apt  to  act?  A¥hen  you  hear  about  a  mad  dog  is  it  likely  the 
dog  was  really  mad,  and  why?  What  is  a  mad  dog?  When  you 
hear  somebody  say:  "Oh,  there's  a  mad  dog!"  what  should  you 
do?  What  are  the  only  things  we  should  not  be  permitted  to 
do?  What  aro  the  only  things  animals  should  not  be  allowed 
to  do?  If  you  were  asked,  "Who  is  to  blame,  generally,  when 
an  animal  behaves  badly,"  what  would  you  say?  Tf  an  animal 
behaves  badly,  how  would  you  teach  an  animal  ? 


Dogs 

Continued 

LIKE  ourselves,  like  horses  and  all  other  animals,  dogs  need 
plenty  of  good  food  of  the  kind  they  like,  good  water  and 
plenty  of  it,  a  good  bed,  shelter  and  comfort.  They  need  exercise 
also  and  friends.  They  should  have  enough  to  eat  and  should  not 
be  compelled  by  extreme  hunger  to  eat  what  is  unwholesome  and 
what  they  do  not  like. 

They  need  liberty,  also,  to  as  great  a  degree  as  it  is  possible 
to  give  it  to  them.  It  is  the  same  kind  of  cruelty  to  keep  a  d(»g 
chained,  or  shut  up,  that  it  would  be  to  keep  you  chained  or 
shut  up.  It  spoils  their  temper  and  disposition,  makes  them  sav- 
age and  is  bad  for  their  health.  A  chained  dog  can  no  more  be 
happy  than  a  chained  man  can  be  happy. 

Their  nature  demands  society  and  affectionate  treatment. 
Never  scold  or  strike  a  dog  unless  it  is  necessary  to  correct  him  in 
that  way,  and  not  then  unless  you  are  sure  he  will  know  why 
it  is  done.  They  are  not  to  blame  for  what  they  do  not  know. 
They  are  taught,  like  all  other  animals,  by  .showing  them  what 
you  want  Ihcm  In  do,  and  tlien  getting  thorn  to  undcM'stnnd  it. 


DOGS. 


89 


Dogs  and  sledge  at  Cape  Nome,  Alaska.      The  lead  dog 


rth  $500 


A  cringino-  dog  is  generally  one  who  has  been  abused.  He 
cringes  because  he  knows  his  weakness  and  tries  to  disarm  your 
ill  will  toward  him  by  being  humble  and  begging  you  not  to 
hurt  him.  It  is  almost  always  a  sign  that  some  cruel  and  cow- 
ardly person  has  abused  him. 

In  dealing  with  dogs  think  first  of  what  you  want  to  ac- 
complish and  how  best  to  accomplish  it.  For  instance,  if  your 
dog  runs  away,  it  is  a  poor  way  to  cure  him  of  it  to  beat  him 
when  he  comes  back.  He  is  likely  to  wish  he  had  stayed  away 
and  to  go  again  at  the  first  chance.  Make  him  Avant  to  stay  at 
home  because  he  is  happier  there  than  anywhere  else. 

If  you  want  him  to  love  you,  it  is  a  poor  way  to  scold, 
strike  and  abuse  him.  If  you  want  him  to  be  intelligent,  keep 
him  around  where  he  can  learn,  not  locked  up,  tied  up  or  shut 
out. 

In  other  words,  treat  him  in  the  way  you  would  like  to  be 
treated  yourself,  and  you  will  surely  have  a  good  dog,  a  good 


•JO      Di'MJi  AMMALS  ASD  }IO^V  TO  TREAT  THEM. 

friend,  a  irood  oompaiiion,  eager  to  serve  you,  faithful,  grateful 
and  kind. 

* 

Imagine  yourself  a  dog  and  explain  fully  how  you  woidtl 
like  to  be  treated  in  all  ways.  AVhy  is  a  dog  unhappy  when  he 
is  chained,  shut  up  or  left  alone?  What  is  the  effect  on  him  of 
chaining  or  shutting  him  up?  If  he  runs  away,  how  would  you 
cure  him  of  it?  How  many  good  qualities  can  you  think  of. 
which  a  dog  has?  What  do  you  mean  by  liberty  and  freedom? 
Why  is  it  dear  to  you  and  to  all  animals?  What  makes  you  like 
people?  What  makes  an  animal  do  so?  Explain  fully  what  lib- 
erty means.    Explain  effects  of  confinement. 


MULES  AM)  />O.VA'/;V.s'. 


91 


Mules   and  Donkeys 

THE  care  of  mules  and  donkeys  is  practically  the  same  as  that 
needed  by  horsas.  It  is  generally  supposed  that  mules  and 
donkeys  are  more  than  usually  stupid  and  vicious.  Neither  is 
true.  On  the  contrary,  they  are  more  than  usually  intelligent 
and  kind.  Neither  are  they  especially  stubborn.  It  has  been 
the  custom  to  abuse  them  so  much  that  people  believe  abuse  is 
necessary.  Even  if  they  had  special  faults  it  would  not  be  a 
good  reason  for  abusing  or  neglecting  them.  Many  people  seem 
to  think  the  possession  of  a  certain  fault  or  faults  is  a  good  rea- 
son for  cruel  treatment  of  animals  and  people. 

* 

Find  out  all  you  can  about  the  nature,  habits,  virtues  and 
intelligence  of  mules  and  donkeys  and  describe  them  fully. 
Learn  some  true  stories  about  them.    Explain  how  to  treat  them. 


92      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


Mother  hen.  chickens  and  ducklings 

^ 

Chickens,  Ducks,  Geese   and   Other  Fowls 

POULTRY  is  like  all  other  animals  in  needinp:  ^ood  food,  drink, 
shelter  and  cleanliness,  and  in  repaying  to  their  owner 
whatever  the  cost  of  such  care  may  be  many  times  over.  Many 
people  seem  to  think  that  poultry  does  not  need  much  attention, 
and  that  any  kind  of  a  place  will  do  for  them  to  stay  in.  But 
in  their  case  as  in  that  of  other  domestic  animals  and  in  our  own 
ease  the  more  cold  and  hardship  they  have  to  endure  the  more 
food  they  will  need  and  the  less  energy  they  have  left  for  growth. 
Fowls  are  especially  subject  to  unhealthy  conditions,  diseases 
and  parasites  if  the.y  are  not  kept  clean. 
^ 

Which  will  grow  the  faster  with  the  .same  amount  of  food, 


CAPTIVE  ANIMALS.  93 

sheltered  animals  or  those  exposed  to  cold,  wet,  snow,  wind  and 
storms?  Why?  Which  fowls  will  produce  the  more  eggs,  the 
first  class  or  the  second?  Which  course  pays  the  best,  to  give 
your  animals  of  all  kinds  the  best  care  possible,  or  to  neglect 
them  and  let  them  shift  for  themselves  ?    Which  is  right  ? 

In  shipping  poultry  what  kind  of  coop  should  be  used? 

Give  instruction  for  a  merchant  who  keeps  live  poultry  on 
sale,  telling  him  how  to  treat  it. 

How  does  a  bird  feel  that  stands  bent  over  all  day  in  a  low 
coop? 

Write  out  full  instructions  on  the  proper  treatment  of 
poultry. 


Caged  and  Captive  Animals 

ALL  caged  or  captive  animals  are  deprived  of  their  freedom 
and  natural  mode  of  life.  They  should  on  that  account 
receive  the  care  and  comfort  possible  to  make  up  for  their  loss  of 
liberty  and  freedom  to  go  where  and  do  what  they  like.  Our 
own  happiness  depends  more  on  our  freedom  to  do  as  we  like 
than  on  any  other  single  thing. 

The  cages  or  other  limits  in  which  captive  animals  are  kept 
should  be  as  roomy  as  possible,  and  should  be  kept  scrupulously 
clean.  They  should  have  a  regular,  plentiful  and  varied  supply 
of  the  kinds  of  food  they  like  best  and  plenty  of  fresh  water 
to  drink  and  to  bathe  in,  if  that  is  their  nature.  They  should 
have  good  shelter  and  clean,  dry  beds.  In  all  ways  their  com- 
fort should  be  studied  and  the  irksomeness  of  their  captivity 
relieved  for  them.  Whatever  means  of  amusing  themselves  or 
of  occupying  their  time  can  be  provided,  should  be  given  them. 
They  have  been  taken  away  from  their  free,  happy  lives  and 
are  kept  prisoners  for  the  entertainment  of  those  who  like  to 


M      DUMB  AMMALS  AND  HOW    TO  TREAT  THEM. 


look  at  tliL'iu.     'J'lie  most  wo  can 
pense  for  the  loss  of  their  liberty. 


litt 


,...,-h 


How  many  things  does  a  caged  bird  need  all  the  time  and 
eannot  get  for  himself?  State  fully  the  objections  you  would 
have  to  being  shut  up  in  a 
cafre.       Imagine     yourself     a 


ink  I  ic.\\  much  better 
it  is  to  li-avf  liiiii  tree  and  Happy  than 
to  catch  him.  put  him  in  a  cage  and 
make  him  unhappy 

the  things  you  would  do  if  you  were  not  caged,  liuagim'  your- 
self a  horse  and  describe  what  you  would  do  if  you  were  free. 
Imagine  yourself  a  lion,  and  then  describe  what  you  would  do  if 
you  were  not  captive.  Write  out  full  insl ructions  for  the  care 
of  caged  or  captive  animals. 


Cats   and   Kittens 

BESIDES  the  geiici'iil  w.inls  of  all  nnimaLs,  cats  have  peculiari- 
ties. They  have  likes  and  dislikes  in  which  they  should 
he  indulged  if  you  wish  them  lo  be  happy.  They  love  warmth 
and  quiet.     They  aiv  .sensitive  and   nervous  to  a  high  degree. 


C.ir^Sf  AND  KITTENS. 


95 


Due  of  tlio  most  coiniiion  and  eniel  kinds  of  nogk'i-t  in 
their  case  is  that  of  leaving  thoni  boliind  when  tlie  faniilios 
to  which  they  belong  move  or 
go  away.  Cats  learn  to  de- 
pend on  their  friends  and  to 
regard  the  home  as  their  own. 
They  know  nothing  of  depar- 
ture. Their  only  idea  is  to 
stay  and  dnmbly  await  their 
friends'  return.  So  when 
thus  deserted  they  often 
starve  and  suffer  from  thirst 
and  fear. 

Another  counnon  form  of 
abuse  from  which  they  suf- 
fer, together  with  almost  all 
domestic  animals,  is  the 
rough,  treatment  given  them 
by  children  Avhose  playmates 
they  are.  Children  are  often 
not   taught    to    think    about 

them  and  be  kind  to  them,  and  so  thoughtlessly  hurt  and  abuse 
them  badly.  Little  kittens  especially  suffer  in  this  way.  But  so, 
also,  do  puppies,  guinea  pigs,  rabbits,  birds  and  full-grown  dogs. 
:\Iany  parents  apparently  do  not  think  of  this,  or  are  unwilling 
to  correct  their  children  when  they  are  cruel  to  their  pets. 


Explain  in  what  ways  the  treatment  of  a  cat  should  differ 
from  that  of  a  dog.  Explain  the  cruelty  of  deserting  cats,  kit- 
tens, dogs  and  other  pets.  Of  caging  s(iuirrels,  birds  and  other 
wild  creatures.  Of  keeping  dogs  chained  or  shut  up.  What 
would  vou  do  if  von  saw  a  boy  or  girl  abusing  a  cat,  dog,  bird 


96      DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


Rabbit  with  fore  leg  caught  in  cruel  steel  trap  and    broken.      What    do   you    think    of    the 
boy  or  man  who  set  the  trap? 

or  (itlier  aiiinial?    llow  many  different  ways  ean  you  think  of  in 
wliieli  ehildren  abuse  and  negleet  Iheir  pets. 

AVi-ite  full  instructions  for  the  eare  of  cats  and  kittens. 
^ 

Hunting,   Fishing  and  Trapping 

NECESSITY  is  the  only  ground  on  which  huntinc:,  fishinj?  or 
trapping  can  be  justified  just  as  it  is  the  only  ground  on 
which  the  taking  of  animal  life  for  food  can  be  justified.  To  de- 
stroy dangerous  or  injurious  animals,  or  to  take  game  or  fish  for 
food  or  other  necessaiy  use  is  justifiable.  But  to  hunt  or  fish  for 
sport   alone  is  no  more  justifiable  than   to  injure  a  domestic 


IIUMISa,  FISHING  AND  TRAPPING.  97 

auiiiial  nauecessarily  would  be.  To  cause  or  permit  any  unneces- 
sary pain  in  hunting,  fishing  or  trapping  is  wrong.  Wild  animals 
have  the  same  absolute  right  to  protection  from  unnecessary  pain 
that  domestic  animals  have.  We  have  no  right  to  kill  or  injure 
any  of  them  without  sufficient  cause. 

The  sport  obtained  in  the  pursuit  of  game  is  generally  the 
reason  given  for  doing  it,  but  the  justification  for  it  is  found 
only  in  the  use  made  of  the  game.  We  have  no  right  to  obtain 
pleasure  through  the  pain  of  any  other  creature.  If  we  had  the 
right  feeling  about  it,  pleasure  in  the  pain  of  anything  else  would 
be  impossible  to  us  but  rather,  we  also  should  feel  pain  through 
and  on  account  of  their  suffering. 

If  we  are  to  hunt  or  fish  we  have  a  right  to  capture  only 
such  animals  or  fishes  as  our  needs  or  uses  require,  no  more  of 
them  than  we  can  use,  and  then  only  in  as  considerate  and  pain- 
less a  manner  as  possible.  Fishes  should  be  killed  as  soon  as 
caught,  not  left  to  suffer  and  die  slowly. 

Trapping  animals  is  generally  attended  with  extreme  and 
unnecessary  cruelty.  Even  when  not  hurt  by  the  trap  itself  they 
suffer  intensely  from  fear,  hunger,  thirst  and  cold.  Steel  traps 
with  springing  jaws  which  catch  animals  by  the  foot  or  leg, 
often  mangling  them  and  sometimes  breaking  the  bones,  always 
bruising  and  lacerating,  cause  excruciating  pain  and  cannot  help 
doing  so.  Sometimes  the  unfortunate  animal  so  caught  is  held 
captive  for  days  until  the  trapper  visits  his  traps.  As  these 
traps  cause  such  frightful  suffering  they  ought  not  to  be  used 
at  all.  Their  manufacture  and  sale  should  be  forbidden.  The 
wild  creatures  suffer  exactly  as  we  do.  The  fact  that  they  are 
wild  is  no  manner  of  excuse  for  causing  them  needless  pain. 
^ 

What  kinds  of  animals  have  we  a  right  to  hunt,  fish  for  or 
trap?  Describe  fully  how  hunting,  fishing  and  trapping  ought 
to  be  carried  on.    What  is  your  duty  to  a  wounded  animal  which 


"A  C  RIME  OF  TIIH  WILDS" 

Jusl  another  mother  murdered;      Nigbl  is  near;  ihe  snarling  winter        IVillvour  bicod-lust  ne'er  be  sated? 

One  more  pair  of  weaklings  left     Wind  comes,  chilling  to  the  bone       Will  \je  alivalis  arm  and  arm 
Shivering  with  fear  and  anguish,    O,  ue  strong  and  mightu  hunters,        And  go  forth  andslav  — foreoer  — 

Weak  and  helpless  and  bereft.       Have  ue  children  of  your  own?  Sla])  the  thing  that  does  no  harm? 

Walter  fuan  Daois 


Mothe 


deer  shot   by   hunters.     Fawns  will  starve  or  be  devoured 
What  do  you   think  of  the  man  who  shot  her 


ferocious  animals. 


FAMILIES  OF  ANIMALS.  99 

lias  got  away?  To  a  wounded  animal  you  luive  captured?  When 
you  have  caught  a  fisli  what  ought  you  to  do  at  once?  Have 
you  a  right  to  capture  or  kill  game  auimals  with  young?  What 
kinds  of  traps  only  have  we  a  right  to  use  ?  Imagine  yourself 
a  trapped  animal  and  describe  fully  your  feelings.  Imagine 
yourself  a  wild  animal,  and  then  describe  your  life  and  feelings. 
Why  should  we  let  wild  animals  alone  if  harmless  and  not  game  ? 
Describe  fully  how  Ave  should  hunt  if  at  all.  Describe  fully  how 
we  should  fish  if  at  all? 

ii. 


H 


Families   of  Animals 

'XTERS  seldom  think  of  the  pain  of  their  victims  or  of  the 
happy  families  among  the  wild  creatures  which  their  guns 
bring  bitter  sorrow  to. 

Yet  we  know  how  birds  and  many  other  creatures  mourn  for 
their  dead  mates,  how  the  little  young  ones  starve  and  die  when 
their  fathers  and  mothers  are  killed  and  how  animal  parents 
grieve  over  their  dead  children. 

It  is  all  very  much  like  our  families — just  how  much  we  do 
not  know.  We  know  the  dog  mother  loves  her  puppies,  which 
are  her  babies,  like  a  human  mother;  that  she  will  freeze,  burn, 
starve,  thirst,  fight  and  die  for  them  with  a  fondness,  courage, 
sacrifice  and  devotion  not  all  human  mothers  are  capable  of. 

We  know  the  wild  creatures  love  and  nurse  their  children 
in  the  same  way.  We  know  haw  the  timid  little  birds  fight  cats, 
snakes,  owls  and  hawks  to  protect  their  young.  But  all  the 
suffering  and  sorrow  hunting  causes,  besides  that  of  the  crea- 
tures wounded  or  killed  outright,  we  can  only  guess  at.  As 
time  goes  on  and  we  grow  wiser  and  kinder  there  will  be  less  and 
less  hunting  done. 


Describe  a  family  of  birds.     Of  squirrels.     Of  foxes.     Of 
wolves.     Of  bears.     Of  deer.     Find  all  the  true  stories  you  can 


100    DUMB  AMMAJ.S  .WP  HOW  TO  TREAT  TIIEM. 


What  do  you  chink  of  boys  or  men  who  kill  or    frighten   the    singing   birds,    or    who    rob 
their  nests  and^so  break  up  their  honaes? 

about  the  family  life  of  animals.    Tell  us  all  you  cau  about  your 

pets.     Give  all  the  reasons  you  can  think  of  for  not  hunting. 

Bring  such  of  your  pets  as  the  teacher  will  permit  to  school. 

What  is  a  family?    Why  are  the  families  of  animals  like  those 

of  people?     Explain  fully  how  hunting  and  fishing  should  be 

done  if  at  all. 

4. 

Wild   Birds 

BIRDS,  like  other  wild  animals,  ask  only  to  be  let  alone.  They 
all  have  a  right  to  be  let  alone  as  long  as  they  are  not  doing 
any  mi.schief.  We  are  not  speaking  now  of  game  birds  or  ani- 
mals.    They  are  in  a  different  class  for  one  reason  alone. 

Besides  their  own   rights  it  Is  to  our  interest  also  not  to 


^VILD  BIRDS.  101 

molest  the  birds  any  more  than  to  molest  other  harmless  animals. 
They  are  useful  for  their  cheerful  sonsis  and  for  the  countless 
numbers  of  insects  and  vermin  of  many  kinds  which  they  de- 
stroy. 

Many  kinds  of  birds  are  regarded  as  injurious  when,  if  we 
only  knew  the  facts  about  them,  we  should  regard  them  as 
among  our  best  friends.  For  example,  almost  everybody  regards 
hawks  and  owls  of  all  kinds  as  enemies  because  they  sometimes 
catch  chickens.  As  a  matter  of  fact,  only  one  or  two  species 
of  the  many  kinds  of  hawks  and  owls  ever  catch  chickens. 
These  do  so  but  seldom  and  earn  the  few  they  catch  many 
times  over  on  account  of  the  vermin  they  destroy.  All  kinds 
of  hawks  and  owls,  including  the  one  or  two  kinds  which  occa- 
sionally catch  a  chicken,  live  chiefly  on  vermin  which  prey  con- 
stantly on  the  farmer's  fruit,  grain  and  vegetables.  These  ver- 
min do  a  hundred  or  a  thousandfold  more  damage  than  a  hen- 
liawk  does  by  once  in  a  while  catching  a  chicken. 

Crows  are  often  shot  at  because  they  sometimes  dig  up  the 
farmer's  newly-planted  corn.  The  service  they  do  as  scavengers 
and  as  vermin  destroyers  far  outweighs  any  possible  damage  they 
can  do  to  the  corn. 

Wild  birds  should  never  be  trapped  and  kept  caged.  They 
cannot  be  happy  in  captivity  any  more  than  we  could  be  happy 
in  prison.  .j. 

Name  as  many  of  Die  song  birds  as  you  can.  Do  all  song 
birds  destroy  insects?  AVhat  is  vermin?  Name  some  of  the 
kinds  of  vermin  which  hawks  and  owls  destroy.  Name  some  of 
the  kinds  of  insects  and  vermin  injurious  to  crops,  whether  fruit, 
grain  or  vegetables.  Find  out  how  great  the  estimated  damage 
done  to  crops  by  insects  is  in  this  country  every  year.  How 
many  kinds  of  hawks  and  owls  kill  poultiy?  ITow  many  do 
not?  TTow  do  you  find  out  what  birds  eat?  FiXplain  fully  how 
you  should  regard  and  treat  birds  of  all  kinds. 


102    DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

AYhat  damage  do  mice  and  ground-sqiiirreLs  do?  What  ani- 
mals keep  down  these  pests?  Is  it  right  to  put  out  poisoned 
grain?  Why?  "What  is  the  greatest  service  we  can  do  to  birds 
and  all  harmless  animals?  Suppose  they  need  something  the\ 
cannot  get  for  themselves,  what  then?  Suppose  somebody  else 
is  molesting  them,  what  tlien?  ^Yrite  instructions  on  liow  to 
troat  wild  birds. 

* 


Wild  Animals  Not  Game 

GA]\IE  animals,  including  birds,  are  such  as  can  properly 
be  used  for  food.  To  them  may  be  ftdded  those  animals  so 
dangerous  or  destructive  as  to  justify  us  in  destroying  them. 

The  birds  and  animals  not  game  are  vastly  more  numerous 
than  those  which  are  so.  There  are  many  wild  animals  which 
are  good  to  eat  but  which  are  so  small  or  so  valuable  for  othei- 
purposes  that  it  is  w-rong  to  destroy  them  for  food.  We  know 
so  littl*^  about  many  kinds  of  wild  animals,  including  bii'ds,  that 
Ave  cannot  always  say  just  what  their  usefulness  is,  but  in  nearly 
all  cases  they  are  too  valuable  to  use  merely  for  food. 

The  vast  majority  of  wild  animals  of  all  kinds  are  entirely 
harmless  as  far  as  we  know.  Most  of  them  are  so  useful  in 
ways  we  do  or  do  not  know  about,  that  if  they  were  all  extermi- 
nated w^e  should  very  quickly  find  things  going  wrong  in  the 
fields,  orchards  and  woods. 

Some  of  thom  may  do  sonu'  sm.-ill  (l;iiii;ig(\  but  as  a  rule 
the  good  they  do  so  far  outweighs  the  hai-m  that  they  ouglit 
none  the  less  to  be  protected  and  encouraged.  All  such  crea- 
tures should  not  only  he  lot  alone,  in  the  sense  of  not  molestin«_' 
them,  but  should  be  .'iicouraged  and  helped  if  possible.  An 
example  of  this  is  sc.iii:  birds  eating  cherries  or  berries.  They 
can  ho  friLThtcnrd  nway  wilh«Mit  hui-lintr  them,  if  they  are  do- 
iim  loo  miK'li  (lamairc     Tliey  do  so  miicli  L'ood   tli«'y  uuu-o  than 


INSECTS.  103 

earn  what  they  eat.  The  Avays  and  habits  of  wild  animals  ought 
to  be  observed  and  studied  much  more  than  they  now  are  in 
order  to  understand  and  appreciate  them. 

"Wild  creatures  of  any  kind  cauizht  and  kept  in  captivity 
are  almost  always  unhappy  and  not  well.  Very  few  persons 
know  how  to  feed  and  care  for  them  properly,  even  when  they 
are  not  neglected  outright. 

It  is  far  better  to  let  them  go  free  to  live  their  lives  as  they 
want  to  and  as  they  were  meant  to. 


What  is  a  game  animal?  If  an  animal  or  a  bird  has  no 
known  value  is  it  therefore  certain  it  has  none?  Is  it  therefore 
right  to  destroy  or  molest  it?  Ought  you  and  all  other  creatures 
to  be  let  alone  and  allowed  to  have  your  own  way  when  there  is 
no  good  reason  why  you  should  not?     AVhy? 

Give  the  names  of  some  wild  animals  you  know  and  tell  what 
benefit  they  are  to  us. 

Do  you  think  we  should  have  game  laws  to  protect  game 
animals?    What  birds  and  animals  should  be  protected?    Why? 

What  is  the  greatest  service  we  can  do  for  wild  animals? 

Bring  stories  about  wild  animals. 

* 


Insects 

INSECTS  are  often  exceedingly  valuable  creatures  to  man- 
kind, doing  work  no  other  creature  can  do  and  without  which 
we  should  l)e  powerless  to  do  and  have  many  of  the  things  we 
need.  Many  of  them  are  much  more  intelligent  than  some 
larger  creatures.  When  Ave  read  Avhat  naturalists  Avho  have 
studied  ants  have  found  out  about  them,  for  example,  Ave  can 
hai'dly  believe  it  possible  they  know  so  much. 

It  has  been  found  out  that  ants  in  orchards  go  up  into  the 


104    DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

trees  and  destroy  the  eggs  of  insects  injurious  to  fruits.  The 
same  is  true  of  ants  in  the  cottonfields  of  the  South,  where 
they  destroy  the  eggs  of  the  cotton  weevil.  These  are  but  recent 
discoveries. 

The  Avork  of  the  bee  family  in  fertilizing  the  flowers  is  a 
most  important  one.  It  is  said  that  we  could  hardly  produce 
the  delicious  fruits  and  vegetables  now  so  common  without  the 
aid  of  the  bees. 

Few  insects,  comparatively,  are  harmful.  Some  which  seem 
to  be  injurious  have  their  uses.  It  is  likely  that  if  Ave  knew  all 
about  them  they  would  all  be  found  to  be  useful  in  some  way  or 
ways. 

They  are  animals,  and  like  all  others  have  their  rights.  We 
have  no  more  right  to  hurt  or  destroy  a  small  animal  than  a 
large  one.  If  they  must  be  destroyed  let  it  be  done  Avith  as 
little  pain  as  possible  on  their  account  and  our  oavu. 

The  insignificant  size  of  insects  causes  most  people  to  think 
it  does  not  make  much  difference  hoAV  they  are  treated.  Few 
of  us  step  out  of  the  way  to  aA^oid  treading  on  an  anthill  and 
thus  undoing  the  Avork  of  the  little  creatures  for  months  or 
years,  besides  killing  and  crippling  many  of  them.  But  tho 
truly  thoughtful  and  kind-hearted  man  does  step  out  of  the 
way. 

It  is  probably  true  that  an  insect  does  not  suffer  ns  mnoh 
from  an  injury  as  a  larger  or  more  highly-developed  animal  does. 
but  we  cannot  be  sure.  The  principle  is  the  samo,  Avhother  it 
involves  a  worm  or  an  elephant.  Tiike  nil  principles,  it  must  be 
applied  with  good  sense. 


Why  are  insects  animals?  When  have  y^u  a  right  to 
destroy  an  anthill?  Name  some  insects  knoAvn  to  be  useful. 
Have  you  a  right  to  destroy  insects  Avhon  they  ;n'('  rloiiig  ni> 
harm?  What  rights  have  insects?  Stntc  fully  li.nv  we  shouM 
tront  iusoots  in  general. 


NOXIOUS  AND  DANGEROUS  ANIMALS.  105 

Reptiles 

WHEN  harmless  they  should  be  let  alone  like  other  animals. 
Much  prejudice  against  reptiles  exists  because  they  are  not 
understood  and  people  are  afraid  of  them  without  cause  just  as 
they  are  afraid  of  bugs  and  worms  without  cause. 

]\Iost  of  them  are  believed  to  be  poisonous,  or  injurious  in 
some  other  way.  The  fact  is  that  very  few  of  them  are  poison- 
ous or  injurious  in  any  way,  and  many  are  of  great  use.  Before 
molesting  any  creature  pains  should  be  taken  to  learn  whether 
it  is  harmless  or  not,  useful  or  not. 


Name  two  kinds  of  useful  reptiles.  "Why  is  it  well  to  let 
animals  alone  till  you  know  they  are  harmful?  What  ought  you 
to  do  if  an  animal  is  about  to  be  hurt  without  cause?  State 
fully  how  you  ought  to  behave  toward  reptiles  in  general. 


Noxious   and  Dangerous  Animals 

WE  HAVE  a  right  to  destroy  noxious  or  dangerous  animals 
in  order  to  protect  ourselves  or  others  against  them.  It  is 
on  this  ground  that  the  killing  of  rats,  mice,  poisonous  snakes, 
insects  in  the  housfe  or  those  injurious  to  crops,  predatory  ani- 
mals like  foxes,  dangerous  animals  like  wolves,  bears  and  others, 
is  justified. 

But  while  it  is  right  to  destroy  them,  it  is  not  right  to 
inflict  any  needless  pain  upon  them:  They  are  not  to  blame 
for  their  natures,  and  while  their  rights  have  to  yield  to  ours 
they  had  a  place  to  fill  in  nature  or  they  would  not  have  been 
created.  Without  doubt  they  were  created  for  a  good  purpose, 
even  if  we  do  not  know  what  it  was.  There  are  many  things  we 
do  not  know.    They  were  made  by  the  same  power  that  made  us, 


lUG    Dl  Ml:  AMMALS  ASP  //f>l\    TO  TUKAT  TIIEM. 

and  other  uscriil  oi-  luinnlcss  jiiiinials.  wcic  iiijidc  ;is  they  are, 
and  do  not  know  any  bettoi-  tlian  to  he  liarniful  or  dangerous. 
We  should  feel  sorry  that  it  is  necessary  to  destroy  them,  and 
should  do  it  in  as  kindly  and  humane  a  manner  as  possible 

If  they  have  to  be  killed  they  at  least  have  a  right  to  be 
destroyed  as  mercifully  as  may  be.  None  but  a  savage  and  cruel 
heart  can  take  pleasure  in  the  suffering  of  any  dumb  animal 
or  in  suffering  of  any  sort. 

Very  often  the  dangerous  charaeter  of  an  animal  consists 
in  the  courage  and  ability  with  wliicli  it  i)i'()tects  itself  or  its 
young  when  attacked,  and  then  it  often  liappens  that  its  gal- 
lantry and  bravery  are  as  much  to  be  admired  as  the  same 
qualities  would  be  in  ourselves. 

It  has  been  found  out  that  the  mosquito  causes  the  malarial 
and  the  yellow  fever  disease  germ.  By  destroying  the  mosquito 
we  may  prevent  the  spread  of  these  dread  diseases.  The  common 
housefly  does  great  damage  in  the  same  manner.  It  is  therefore 
right  to  destroy  such  creatures,  as  it  saves  other  and  far  more 
important  animals  from  misery,  and  often  saves  tlieir  lives. 


Explain  why  we  cannot  honorably  take  pleasure  in  the  pain 
of  any  creature,  even  a  dangerous  animal.  Explain  why  it  is  as 
noble  for  a  wolf  or  a  bear  to  defend  himself,  or  for  an  animal 
to  protect  her  young,  as  it  would  be  for  human  beings  to  do  the 
same  thing. 

Name  some  of  the  creatures  that  may  justly  l)e  destroyed. 
Why?  What  are  some  of  the  best  means  of  dc^sti-oying  insects 
where  necessary? 

Is  it  possible  to  be  cruel  to  a  fly?  To  an  ant  ]  To  a  wolf? 
To  a  frog?  To  a  toad?  Deserilie  what  slmuld  be  our  feeling 
toward  all  creatures. 


THE  WORDS  BRUTE  AND  BEAST.  107 

The   Words   Brute,   Brutal,   Beast  and   Beastly 

THE  words  brute  and  beast  once  meant  only  what  we  mean 
now  when  we  use  the  words  animals,  dumb  animal  or  lower 
animal.  They  had  no  bad  meaning  such  as  they  generally  have 
now.  They  simply  meant  one  of  the  lower  animals  as  distin- 
guished from  man.  But  in  time  all  these  words  came  to  have  a 
different  meaning  from  what  they  meant  at  first,  and  this  latter 
meaning  has  ])eeome  the  common  one. 

It  was  believed,  before  we  began  to  study  and  luiderstaiui 
tlie  dumb  animals  ver}^  much,  that  they  were  not  only  lower  in 
intelligence,  but  also  very  much  lower  in  all  ways  and  in  their 
habits  than  we  are.  Most  people  believe  that  still.  So,  when- 
ever anybody  did  anything  more  rough,  violent,  cruel  or  low 
in  any  way  than  human  beings  who  know  the  difference  between 
right  and  wrong,  should  be  expected  to  do,  it  became  the  custom 
to  compare  such  bad  conduct  with  what  it  was  supposed  the 
lower  animals  alone  would  be  low  enough  to  do.  So  such  con- 
duct was  called  "brutal"  or  "beastly,"  as  being  unworthy  of 
human  beings,  and  worthy  only  of  the  brutes  or  beasts  who 
know  no  better  and  are  lower  than  we  are. 

This  use  of  the  words  "brute,"  "brutal,"  "beast"  and 
beastly"  is  therefore  very  often  incorrect.  IMany  things  are 
called  brutal  w'hich  are  like  some  men  but  not  at  all  like  any 
brute.  Some  things  are  called  brutal  and  beastly  which  are 
just  as  much  like  men  as  like  brutes.  Most  of  the  actions  we 
are  in  the  habit  of  calling  brutal  are  done  by  bad  men.  but 
seldom  if  ever  by  the  brutes. 

By  using  the  words  in  this  way  and  by  hearing  and  reading 
them  when  so  used  we  gain  unconsciously  a  wrong  idea  of  the 
lower  animals  or  brutes.  As  a  rule  they  live  innocent  lives. 
They  do  not  go  out  of  their  way  to  do  each  other  injury.  Ex- 
cept when  necessary  they  generally  let  each  otlier  alone.  If  they 
attack  each  other  it  is  to  seize  the  food  on  which  they  live,  in 


108    DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

self-defense,   to  obtain  supremacy,  or  for  some  other  natural 
and  proper  reason.     They  do  not  wound  and  kill  each  other 

wantonly  and  without  cause 

as  we  do. 


Going  in  aftc 


Explain  how  the  words 
brute,  beast  and  beastly  came 
to  have  their  present  mean- 
ing as  generally  used.  Ex- 
plain the  injustice  of  using 
the  Avords  'in  their  present 
sense  in  most  cases. 

Tell  us  something  bad  that 
men  do  which  no  animal  does. 
Name  several  good  traits  of 
animals  that  it  would  be  well 
for  us  to  imitate.  Why  should 
we  be  careful  about  using  the 
words  brutal  and  brute?  De- 
scribe fully. 


Contempt  of  Animals   Wrong  and  Stupid 

THE  words  brute,  brutal,  beast  and  beastly  are  not  the  only 
words  which  are  wrongly  used  in  this  way.  For  instance, 
many  people  speak  of  a  man  as  a  dog  when  they  wish  to  call  him 
names  or  abuse  him.  They  call  him  a  dirty  dog,  an  impudent 
dog,  an  ungrateful  dog,  and  so  on. 

Everybody  who  knows  the  nature  of  dogs  knows  that  such 
expressions  are  not  only  unfair  to  a  noble  animal  but  are  also 
silly  and  meaningless.  Dogs  are  no  dirtier,  for  example,  than 
other  animals,  and  not  non rly  so  dirty  as  some.     They  are  often 


CONTEMPT  OF  ANIMALS  WRONG.  109 

much  cleaner  thau  some  human  beings  who  have  hands  with 
which  to  keep  themselves  clean.  They  are  never  impudent,  and 
their  gratitude  is  proverbial.  In  short,  dogs  are  conspicuously 
clean,  good-natured,  kind,  faithful,  affectionate  and  grateful 
animals.  When  they  lack  any  of  these  qualities  they  have  gen- 
erally been  spoiled  by  the  treatment  given  them. 

Hogs  are  generally  considered  types  of  filth  and  selfish- 
ness. But  they  are  not  more  selfish  or  greedy  than  most  other 
animals,  and  when  given  a  chance  are  not  more  dirty  than  many 
other  animals,  and  neither  more  selfish  nor  dirty  than  some  men. 

Donkeys  are  proverbial  for  their  stupidity  when,  as  a  mat- 
ter of  fact,  they  are  much  more  intelligent  than  many  animals 
supposed  to  know  a  great  deal  more  than  they  do. 

IMules  are  believed  to  be  especially  stubborn,  but  when 
properly  treated  they  are  not  so. 

Cats  are  considered  cruel,  but  they  are  not  so  cruel  as  some 
men.  They  kill  their  prey  to  eat,  but  men  kill  and  wound  harm- 
less animals  for  no  reason  except  what  they  call  "sport." 

"We  should  not  call  animals  by  disparaging  or  contemptu- 
ous names.  As  a  general  thing  they  do  not  deserve  them  by 
reason  of  any  bad  qualities  they  have ;  they  do  not  know  of  the 
injury  thus  done  them  and  cannot,  of  course,  defend  them- 
selves against  it;  and  the  practice  by  us  of  doing  so  helps  main- 
tain the  ill  treatment  dumb  animals  so  often  receive.  Whenever 
anybody  else  in  our  presence  applies  bad  names  to  them  he 
should  be  corrected,  for  it  is  our  dutv  to  defend  them. 


W^hat  vices  or  bad  qualities  have  some  men  which  no  ani- 
mal has?  What  virtues  have  men  which  no  animal  has?  Ex- 
plain fully  why  it  is  wrong  and  stupid  to  spoak  disparagingly  of 
animals. 

Name  some  noble  cliaractei-istics  of  ;uiim;ils  it  would  be 
well  for  men  to  imitate. 


no    DUMB  ANBIALS  AM)  HOW  TO  THE  AT  THEM. 

What  have  you  seen  animals  do  that  pleased  you?     Is  it 
conceited  in  us  to  think  we  are  better  in  all  ways  tlian  nnimak" 
What    is    conceit?       Why    should    we 
avoid  it? 


A^: 


Animals  Not  Responsible  as  We  Are 

N  DIALS  do  not  know  anythinir 
ibout  what  is  right  and  wrong  as 
we  do.  They  know  what  they  have  been 
taught,  but  they  do  things  or  do  not  do 
them  as  a  matter  of  obedience  or  train- 
ing: except  for  natural  inclination,  and 
not  at  all  because  they  understand 
whether  they  are  right  or  wrong,  as  we 
do.  They  cannot  do  anything  worse  than 
to  disobey,  and  not  even  that  if  they 
have  never  been  taught  to  obey. 

When   a  man   does  wrong  he   knows 
better  becaase  he  knows  it  is  wrong.    So 

a  man  can  be  l)lamed  for  wrongdoing  when  an  animal  cannot. 
Even  a  man  cannot  be  blamed  in  cases  where  he  did  not  know  any 
better.  An  animal  certainly  cannot  be  blamed  for  wrongdoing, 
for  all  he  knows  is  a  little  of  what  we  do  or  do  not  want  him  to 
do.  The  right  or  wrong  of  actions  he  cannot  know  anything 
about. 

As  a  rule,  and  when  left  to  themselves,  animals  live  natu- 
ral lives,  such  as  they  were  meant  to  live,  but  mankind  has 
learned  manv  vices  of  which  ;iiiiiii;i]s  know  iiothintr. 


What  do  you  iiu-an  by  l»eiiig  to  I 
you  do  not  know  any  bettei-  than  to  < 
you  be  blamed?     Whv?     How  docs  thi 


c  for  anything?  If 
)iii('thing  wrong,  can 
Ic  apply  to  animals? 


GROWTH  OP  THE  FACULTIES  OF  ANIMALS.      Ill 

Would  you  punish  your  dog;  for  stealing  a  meal?  Is  it  wrong 
for  an  animal  to  try  to  get  something  to  eat  when  he  is  hungry? 
A  horse  or  cow  will  often  break  down  a  fence  to  get  food;  is 
this  wrong?  How  prevent  it?  Explain  fully  what  is  meant  by 
our  being  '' responsible''  and  animals  not  being  so. 


Growth   of  the   Faculties   of  Animals 

AMMAN'S  faculties  are  the  different  powers  he  has  of  know- 
ing, feeling  or  doing  things.  All  men  have  the  same  faeid 
ties  but  they  are  not  developed  the  same  in  different  men.  The 
more  a  man's  faculties  have  been  exercised  and  have  grown,  the 
more  intelligent  he  becomes.  They  grow  by  training  and  by  use. 
The  neglected  ones  do  not  grow.  If  we  do  not  use  our  arms 
they  do  not  grow.  It  would  be  the  same  with  our  eyes.  It  is 
the  same  with  our  minds  and  hearts.  If  we  do  not  think,  we 
cannot  learn  how  to  think.  If  we  do  not  feel,  we  cannot  learn 
how  to  feel.  The  oftener  we  feel  love  and  good-will,  the  kinder 
we  become.  The  oftener  we  feel  thankful,  the  more  grateful  we 
become.  The  oftener  we  get  angry,  the  easier  anger  becomes. 
The  more  we  indulge  cruelty,  selfishness,  envy,  jealousy,  hate 
and  ill  will,  the  easier  those  base  and  wicked  feelings  are. 

As  far  as  their  powers  go,  it  is  exactly  the  same  witli  ani- 
mals. It  is  believed  that  animals  have  the  rudiments  of  all  the 
faculties  we  have.  In  all  the  faculties  they  use,  they  grow  to  be 
like  us.  They  can  be  taught  and  educated  in  the  same  way  we 
are.  The  same  kind  of  treatment  which  encourages  a  boy  or  a 
girl,  encourages  a  horse  or  dog.  The  same  kind  of  treatment 
which  discourages  and  disheartens  you  disheartens  and  discour- 
ages your  dog  or  youv  hor.se. 

The  same  methods  which  teach  a  boy  or  girl,  teach  a  hors'- 
or  dog.    The  same  kind  of  treatment  which  makes  a  boy  or  girl 


112    DUMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 


This  shepherd  dog  has  bern  scolded.      His  feelings  are  hurt'jusC  as    yours   are    when    you 
are  scolded.      He  feels  so  bad  he  has  come  out  to  sit  on  the  box  alone 


ill-tempered  and  hateful,  makes  an  animal  the  same.     The  kind 

of  treatment  which  makes  a  boy  or  girl  kind,  affectionate,  happy 
and  trustworthy,  makes  an  animal  all  those  things. 

The  best  boy  or  girl,  other  things  being  equal,  is  the  one 
wlio  has  been  treated  in  the  wisest  and  kindest  way.     The  way 


EVERY  ANMIAL  DIFFERENT.  113 

to  make  the  best  lioi-se  or  cow  or  dog  or  cat  is  to  treat  them 
all  in  the  wisest  and  kindest  way. 

^ 

Explain  what  is  meant  by  faculties  and  give  illustrations  of 
your  physical,  mental  and  moral  faculties.  Explain  how  you 
would  proceed  to  make  a  boy  strong,  swift,  a  good  swimmer,  a 
good  singer,  reader,  speaker  or  writer.  How  would  you  make 
a  boy  or  girl  kind,  good  natured,  truthful,  industrious,  grate- 
ful, considerate  of  others?  Explain  fully  how  you  would  train 
a  colt  to  be  a  good  horse,  docile,  sound  in  body  and  temper, 
strong,  enduring  and  safe.  Explain  what  you  would  do  and 
what  you  would  avoid  in  making  a  puppy  into  an  intelligent, 
brave,  faithful,  active  and  affectionate  dog.  In  general,  explaiu 
the  best  way  to  treat  people  and  dumb  animals  so  as  to  develop 
the  best  there  is  in  them  and  get  rid  of  the  bad.  Explain  what 
you  mean  by  being  wise.  Explain  what  you  mean  by  being 
kind. 


Every  Animal  Different  from  Others  Even  of  the  Same 
Kind 

EVERY  human  being  is  different  from  every  pther.  They  may 
.  be  very  much  alike,  but  are  never  exactly  so.  They  are 
different  in  body,  mind  and  heart.  The  more  their  faculties 
are  developed  the  more  they  differ.  In  a  crowd  of  people,  no 
matter  how  vast,  every  person  in  it  is  different  from  every 
other  person. 

As  we  have  already  said  in  several  places,  the  same  tiling 
is  true  of  animals,  only  not  to  the  same  degree  because  their  fac- 
ulties are  not  developed  so  far  as  ours  are.  But  no  horse  is  exactly 
like  any  other  horse,  no  dog  exactly  like  any  other  dog.  In  a 
flock  of  sheep  no  sheep  is  exactly  like  any  other  sheep.  Because 
dogs  are  more  intelligent  than  sheep,  because  their  faculties 


EVERY   AM.UAL  DIFERENT.  115 

have  been  developed  more  than  those  of  sheep,  thej'  differ  from 
each  other  more,  and  in  more  ways  than  sheep  differ  from  each 
other,  just  as  men  are  more  different  from  each  other  and  differ 
in  more  ways  than  dogs  differ  from  each  other. 

So  it  comes  that  every  animal,  just  like  every  man,  should 
be  taught  and  treated  as  his  needs  and  faculties  demand.  Just 
as  some  boys  and  girls  are  more  ambitious,  more  intelligent,  more 
sensitive,  more  timid  or  bold,  more  slow  or  quick  than  other  boys 
and  girls,  so  animals  differ  from  others  of  their  own  or  other 
kinds. 

In  the  same  way  some  animals,  like  men  and  women  or 
boys  and  girls,  have  by  nature  better  dispositions  and  feelings 
than  others.  If  we  do  not  take  account  of  all  such  differences 
between  animals  and  between  human  beings,  we  shall  expect  too 
much  of  some  and  not  enough  of  others,  and  not  understand 
or  treat  either  fairly  or  intelligently.  We  need  to  be  consider- 
ate, patient  and  wise  in  dealing  with  all  of  them. 


Explain  what  is  meant  by  saying  that  every  person  in  a 
crowd,  every  animal  in  a  herd,  flock  or  pack  is  different  from 
every  other. 

Explain  how  these  differences  are  important  in  our  dealings 
with  animals.  How  would  you  treat  a  lazy  horse  differently 
from  an  ambitious  one  or  a  timid  dog  from  a  bold  one?  What 
do  you  mean  by  being  considerate  in  your  treatment  of  animals? 
By  being  patient?  By  being  wise?  Explain  these  three  words 
fully  aud  why  we  should  be  what  they  stand  for.  In  how  many 
ways  does  one  boy  or  girl  differ  from  another?  In  how  many 
ways  can  one  horse,  dog,  cow,  cat,  bird,  deer,  wolf  or  bear  differ 
from  another?  Describe  the  differences  between  animals  of  the 
same  kind  you  have  known.  What  is  meant  by  person,  personal 
and  individual?     Can  animals  be  these  things?     Why? 


116    DVMB  ANIMALS  AND  HOW  TO  TREAT  THEM. 

Our  Ignorance   Concerning  Animals 

WE  DO  not  speak  the  language  of  animals,  such  as  it  is,  and 
they  do  not  speal<s  ours.  They  do  not  know  how  to  teach 
us,  but  we  can  teach  them  to  some  degree.  There  is  no  doubi 
they  understand  us  in  some  ways  very  much  better  than  we  lui- 
derstaud  them.  We  are  so  conceited  we  do  not  give  them  ei-edit 
for  much  of  what  they  know  and  feel. 

AVe  know  by  observation  something  of  their  ways,  their  feel- 
ings and  their  virtuas,  but  not  very  much,  and  we  know  very 
little  about  their  thoughts.  Because  we  do  not  understand  them 
wo  undoubtedly  do  not  give  them  credit  for  nearly  as  much  in- 
telligence, sensitiveness  and  goodness  as  they  deserve.  It  is 
easier  to  take  their  ignorance  for  granted  than  to  take  the  trouble 
to  find  out  how  much  they  know. 

For  instance,  most  people  talk  about  the  instinct  of  animals, 
but  are  not  willing  to  believe  that  they  think  and  reason  ex- 
actly as  we  do.  Instinct  is  a  predisposition  on  the  part  of  all 
animals  of  the  same  kind  to  act  in  the  same  way,  like  the  instinct 
of  young  animals  to  suckle  their  mothers,  of  birds  to  fly  toward 
a  warm  climate  at  the  approach  of  winter.  There  is  no  mem- 
ory, thought,  reason  or  judgment  about  instinct. 

But  there  can  be  no  doubt  that  animals  have  all  these  fac- 
ulties of  memory,  reason,  judgment,  discretion  and  calculation 
besides  others.  When  an  animal  observes  a  certain  result  as  a 
consequence  of  certain  action  and  repeats  the  action  in  order 
that  the  result  may  follow,  that  is  a  case  of  reasoning  as  surely 
and  certainly  as  if  the  subject  were  much  more  complex.  Such 
actions  by  animals  are  very  common,  as  anyone  who  has  observed 
them  much  knows.  It  is  what  the  dog  does  when  he  scratches 
at  the  door  to  come  in,  what  the  horse  does  when  he  whinnies 
for  food  or  water.  We  have  only  to  watch  them  to  see  how  very 
common  such  reasoning  is  with  all  of  the  higher  animals. 


OVR  RELATION  TO  THE  LOWER  ANIMALS.      117 

How  many  different  kinds  of  sounds  or  cries  does  your  dog 
make?  What  does  each  of  them  mean?  Listen  to  the  sounds 
horses,  cows,  chickens,  pigs  and  wild  birds  make,  and  then  set 
down  in  writing  a  description  of  them  and  what  you  think  each 
one  means.  IIow  many  things  you  say  to  him  does  your  dog  un- 
derstand- AVliicli  ought  to  and  which  does  understand  the  other 
the  better  and  why,  you  or  he  ? 

Give  examples  and  explain  each  fully  of  the  intelligence, 
reason,  memory,  thought,  judgment  and  wisdom  of  some  animal 

Explain  fully  what  faculties  the  following  cases  illustrate: 
An  animal  running  from  or  avoiding  a  place  where  he  has  been 
hurt  or  scared  at  a  previous  time ;  a  dog  barking  for  something 
he  wants;  a  dog  cutting  across  to  intercept  something  coming 
or  going  obliquely  toward  or  from  him;  a  dog  using  his  paw  to 
attract  attention ;  a  dog  burying  a  bone ;  running  back  and  forth 
to  get  somebody  to  go  with  him;  a  dog  turning  round  several 
times  before  lying  down;  a  cat  scratching  the  door  knob  when 
she  wants  to  come  in;  a  horse  or  cat  coming  home  when  loose 
and  away;  a  horse  trying  to  unfasten  a  door  or  gate;  any  ani- 
mal recognizing  some  one  he  knows;  birds  building  nests. 


Our  Relation  to  the  Lesser  Animals 

AS  WE  have  already  said,  all  our  knowledge  of  animals,  our- 
selves included,  tends  to  the  belief  that  we  are  alike  in 
essence  with  only  surface  differences.  There  is  little  doubt  that 
this  is  true  whether  we  believe  in  the  theory  of  evolution  or 
not. 

If  evolution  be  true,  then  it  is  true  that  the  lower  animals 
are  directly  related  to  us.  We  are  therefore  the  descendants  of 
animals,  countless  ages  ago,  who  knew  no  more  than  the  animals 
of  to-day  do  now.  The  descendants  of  the  animals  of  to-day 
may,  countless  ages  hence,  know  as  much  as  or  more  than  we  do 


lis    DUMB  AMMALS  AM)  HOW  TO  TREAT  THEM. 


Cow  mired  in  slough  to  her  neck.      Fastening  ropes  to  gn   !        -    i 

HOW  and  may  resemble  us  in  looks  and  habits.  All  of  us  eoine 
from  an  original  germ.  All  these  things  are  true,  if  evolution 
is  true,  and  we  are  then  directly  related  to  all  the  creatures  of 
the  living  world. 

But  there  are  many  people  who  do  not  believe  in  the  theory 
of  evolution,  and  whether  it  is  true  or  not,  we  are  without  doubt 
very  much  like  the  lower  animals  in  all  essential  things,  and  our 
intelligence  resembles  theirs  however  it  may  surpass  theirs  in 
degree. 

Nature  has  apparently  made  the  rule  that  the  liiiihor  organ- 
ism may  destroy  the  lowei-  one  in  order  to  live  itself.  That  is  the 
rule  which  justifies  us  in  destroying  the  lower  animals  to  pro- 
vide food  for  ourselves  or  to  furnish  necessary  clothing,  or  to 
prevent  them  from  doing  us  injury.  Nature  gives  the  more  in- 
telligent ])owo)-  over  the  less  intelligent,  to  the  stronger 
j.ower  over  the  weaker,  and  to  all  of  them  the  instinct  of  self- 


OUR  RELATION  TO  TTIE  LOUVER  ANIMALS.      119 

preservatiou.  Along  with  the  right  of  self-preservation  goes  tlie 
right  of  self-improvement  or  self-advancement. 

Ont  of  these  rights  grows  the  right  to  make  use  of  other 
animals,  to  use  their  labors  and  even  to  destroy  them,  as  we 
have  seen.  But  we  have  no  right  to  interfere  with  other  ani- 
mals, to  deprive  them  of  their  liberty  or  to  hurt,  annoy  or  in- 
jure them  at  all,  unless  these  rights  of  self-preservation,  self- 
improvement  or  adding  to  our  welfare  are  involved. 

That  is.  we  liave  no  right  to  injure  any  animal  lunieces- 
sarily,  to  injure  one  of  them  for  pleasure,  only,  or  to  cause  them 
any  pain,  distress  or  annoyance,  unless  made  necessary  in  some 
one  of  the  ways  referred  to.  All  living  creatures  have  a  right  to 
life,  liberty  and  the  pursuit  of  happiness,  unless  necessarily 
restricted  in  those  rights. 

Anyone  who  is  cruel,  who  does  not  respect  the  rights  of 
other  creatures,  also  injures  himself.  lie  is  going  down  instead 
of  up.  You  have  only  to  observe  the  looks  and  conduct  of  cruel 
people,  to  see  that  this  is  so.  Every  time  one  lets  his  cruelty  ex- 
press itself  in  actions  or  thoughts  he  becomes  more  cruel  exactly 
as  the  more  he  uses  his  arm  the  stronger  it  becomes,  or  just  as 
when  he  uses  his  brain  it  becomes  clearer,  and  when  he  feels 
and  exercises  kind  and  good  thoughts  and  impulses  he  becomes 
kinder  and  better. 


Explain  and  give  illustrations  of  what  you  mean  by  ani- 
mals being  different  in  surface  ways  but  alike  essentially.  What 
is  the  doctrine  of  evolution?  If  it  is  true,  how  are  we  related 
to  the  lower  animals?  If  it  is  not  true,  how  are  we  related  to 
thenr.'  What  do  you  mean  when  you  say  that  all  animals  have 
a  right  to  life,  liberty  and  the  pursuit  of  happiness?  In  what 
celebrated  document  is  that  expression  used  of  mankind?  Is  it 
always  true  of  men?  Explaiti  liow  it  is  ti'ue  in  the  same  way  of 
both  animals  and  men. 


120    DUMB  ANIMALS  AM)  HOW  TO  TREAT  THEM. 

What  is  the  effect  on  us  of  being  cruel?  Of  wrong-doing 
of  any  kind?  Why?  Of  doing  good?  Why?  Explain  fully 
and  give  illustrations  of  why  it  is  good  for  us  to  be  good 
and  bad  for  us  to  be  bad,  cruel,  unkind  and  unjust.  Explain 
how  any  faculty  of  our  bodies,  minds  and  hearts  grows  witli 
exercise.  What  is  the  only  ground  on  which  we  have  a  right  to 
interfere  with  the  happiness  and  liberty  of  animals? 
^ 

Our  Duty   Is   to   Help   and   Not    Hurt 

AS  GOOD  a  rule  as  any  to  live  by  is  to  do  no  unnecessary 
harm  to  any  creature  and  to  help  any  creature  which  needs 
help  all  we  can. 

Unless  it  is  necessary  to  interfere  with  or  do  harm  to  any 
creature,  brute  or  human,  let  them  alone  in  that  sense.  It  is 
never  necessary  to  harm  any  creature  unless  some  greater  good 
than  harm  will  come  of  it. 

The  good  may  not  come  to  the  creature  harmed,  lie  nu>v 
even  be  destroyed,  as  animals  are  which  are  used  for  food,  or 
as  men  and  horses  are  in  battl-e,  or  as  people  are  who  are  killeci 
in  trying  to  commit  crimes.  The  good  may  come  to  some  other 
or  greater  and  more  important  creature  or  interest,  as  to  men 
who  live  by  the  food  provided  by  the  destruction  of  animals,  or 
to  governments  and  nations  which  are  saved  by  the  deatli  of 
men  and  horses  killed  in  battle.  Just  how  great  the  good  must 
be  to  outweigh  the  harm  is  always  a  question  and  sometimes  a 
hard  one  but  one  we  always  should  try  to  decide  before  doing 
injury  to  any  creature. 

It  is  a  great  deal  not  to  do  unnooossary  harm.  It  is  more 
than  most  people  do,  and  some  people  think  their  whole  duty 
is  done  if  they  keep  from  doing  any  harm. 

But  it  is  not  all  of  our  duty.  It  is  our  duty  also  to  help 
every  creature  all  we  can.     If  any  creature,  brute  or  liuman,  is 


OVR  DUTY  IS  TO  HELP  AND  NOT  HURT. 


121 


Starving  cow  mother.  Besides  her  own  calf  she  has  adopted  the  orphan  calf  whose 
mother  has  died  of  starvation.  Although  starving  herself  she  tries  to  suckle  them  both. 
What  do  you  think  of  her  owner? 


hungry,  thirsty,  cold,  sick,  afraid,  iu  discomfort,  danger,  pain 
or  suffering  from  any  cause  which  we  can  help,  it  is  our  duty 
to  help  him. 

If  it  is  our  duty  to  help  him,  then  it  is  his  right  to  call  on 
us  for  help.  We,  in  turn,  have  the  same  right  to  call  on  others 
for  help,  which  they  have  to  call  on  us. 


122    DUMB  A.MMALS  AM)  HOW  TO  TREAT  THEM. 

It  is  almost  as  bad  to  let  another  creature  suffer  for  the 
lack  of  the  help  we  could  give  him  as  it  is  to  be  the  cause  of  his 
suffering  in  the  first  place,  'i'liis  applies,  as  we  have  already 
said,  to  animals  and  people  alike. 

iJut  it  is  a  rule  we  liave  to  use  great  care  and  judgment  in 
applying,  and  to  have  due  regard  to  the  importance  of  the  need 
and  our  power  to  meet  it  relative  to  other  necessary  things.  We 
must  use  good  sense  about  it.  It  would  not  do  to  neglect  the 
more  important  things  for  the  unimportant  ones  in  applying  the 
rule. 

]iut  if  everybody  always  lived  by  the  rule  oL'  doing  no  un- 
necessary harm,  and  helping  all  other  creatures  whenever  he 
could,  using  always  good  sense  l)ut  never  being  selfish  or  indif- 
ferent, almost  all  the  pain,  sorrow  and  trouble  in  the  world 
would  soon  some  to  an  end. 


Explain  and  give  illustrations  of  what  is  meant  by  doing 
necessary  and  unnecessary,  justifiable  and  unjustifiable  harm 
or  injury  to  people  and  to  animals.  Explain  why  the  destruction 
of  life  in  war  is  justifiable.  Explain  how  the  same  principle 
runs  down  through  less  important  relations  of  life. 

Why  is  it  our  duty  to  help  all  we  can?  Give  and  explain 
illustrations  of  when  it  would  not  be  right  to  do  this.  Give 
and  explain  illustrations  of  when  it  would  be  foolish  to  do  so. 
Give  and  explain  illustrations  of  when  it  would  be  right  and 
wise  to  hdp  both  people  and  animals. 


123 


BLACKBOARD  LESSONS 

We  give  here  suggestive  outlines  for  blackboard  lessons. 
These  ninv  be  varied  to  suit  the  grades  and  ages  of  children. 

:Many  ideas  will  be  suggested  to  both  the  teacher  and  pupil 
as  the  work  progresses. 

We  should  keep  in  mind  that  to  educate  means  literally  to 
draw  out.  Therefore  give  the  child  the  pleasure  of  thinking  and 
telling  what  he  knows  after  suggesting  the  line  of  thought. 
Never'^to  tell  a  child  what  he  may  reasonably  be  expected  to  find 
out  for  himself  by  proper  effort,  is  a  pretty  good  plan  to  fol- 
low. 

Once  the  child  begins  to  learn  and  know  his  relation  to  other 
animals  and  to  comprehend  their  rights  his  interest  will  be  un- 
bounded. 


Animals 


'With  two  feet — name  all  you  can. 
With  wings — name  all  you  can. 
With  four  feet — name  all  you  can. 
With  many  feet — name  all  you  can. 
With  fins— name  all  you  can. 
With  no  feet— name  all  you  can 


Animals    are    like 
man    in     many  -\ 
ways 


Love  to  live;   enjoy  life. 

Enjoy  food  and  drink. 

Love  the  young  and  his  mate. 

Love  to  be  free. 

Love  friends. 

Fear  an  enemy. 

Like  rest  and  play. 

Love  a  good  home. 

Will  fight  for  their  rights. 


Animal   habits 


Do  cows  chew  tobacco? 

Do  goats  smoke? 

Do  horses  ever  get  drunk? 

Did  you  ever  see  a  dog  in  the  gutter  drunk? 

Which  has  the  cleanest  mouth,  a  horse  or  a  to- 
bacco user? 

Which  eats  the  best  food,  men  or  animals? 

Which  one  has  the  best  habits  to  preserve  health? 

Which  has  the  greatest  number  of  diseases? 

Which  do  30U  think  the  best  fellow  considering 
his  advantazes? 


124 


BLACK  BOARD  LESSONS. 


The  horse 


Learns  as  we  do. 

Suffers  pain. 

Enjoys  many  things. 

Loves  a  good  home. 

Loves  good  food. 

Loves  kindness. 

Loves  to  be  clean. 

Loves  the  young. 

Loves  company. 

Is  often  afraid. 

Will  fight  for  his  rights. 

Gets  tired,  hungry  and  cross. 

Gets  sick  and  lame. 

Is  a  baby,  a  youth  and  gets  old. 

Tries  to  tell  us  his  troubles. 

Is  in  prison  most  of  the  time. 

Is  good  or  bad  according  to  association. 


The  horse  has 

Call  attention  to 
I'he  fact  that 
we  have  the 
same  speclal- 
ized  organs 
whose  f  unc- 
t  i  o  n  s  are  the 
same. 


Eyes  to  see. 
Ears  to  hear. 
Nose  to  smell. 
Mouth  to  taste, 
Brain  to  think. 
Nerves  to  feel. 
Feet  to  walk. 


oat  and  talk. 


What     the 
does 


horse 


Is  ridden. 

Earns  money. 

Tills  the  soil. 

Runs   machinery. 

Carries  loads. 

Draws  vehicles. 

Goes  to  war. 

Gives  us  pleasure. 

Earns  more  than  he  gets. 

He  wears — 

A  collar. 

Shoes. 

Harness. 

Saddle. 

Bridle. 

Blanket. 


BLACK  BOARD  LESSONS. 


125 


The    horse   has    a 

right  to 

How  can  we  aid 
him  in  getting 
these? 


f  Life. 
Liberty. 
Happiness. 
Comfort.   - 
Kindness. 
Love. 


What    we    should 
do  for  the  horse 


Give  him: 
Good  barn. 
Good  clean  food. 
Good  water. 
Harness  that  fits. 
We  must  teach  him. 
We  must  tallf  to  him. 
Learn  to  understand  him. 
Give  him  rest. 

Get  well  acquainted  with  him. 
Give  him  loving  kindness. 


The  horse  has 


f  Eyes — sees  better  than  we. 

Ears — hears  better  than  we. 

Nose — smells  better  than  we. 

Mouth— eats,  fights,  talks. 

Brain — thinks. 

Nerves — very  sensitive. 

Feet— travels  faster. 
L  (Hands?) 


The  dog  is  like  us 
in  many  ways 


Can  learn. 

Can  enjoy. 

Can  remember  a  friend. 

Can  forgive  a  wrong. 

Gets  hungry,  tired  and  sick. 

Loves  a  good  home. 

Loves  to  be  clean. 

Loves  the  little  ones. 

Will  fight  for  what  he  thinks  is  righ:. 

Gets  homesick. 

Talks  to  us  and  likes  us  to  talk  to  him. 

S-uffers  from  cold  and  heat. 

Watchful  and  loves  play. 

Is  good  or  bad  as  he  is  taught. 

Is  very  sensitive  to  harsh  words. 

Is  man's  best  friend. 


12fi 


liLACK   noAh'l)   LHSSOyS. 


Tame     and     wild 
animals 


What  is  the  difference? 

Who  made  the  difference? 

What  advantage  has  a  tame  animal  over  a   wild 

one? 
What  advantage  has  a  wild  animal  over  a  tame 

one? 
What  rights  has  each  class? 
What  is  the  difference  between  a  wild  man  and  a 

tame  one? 
Which  one  of  these  loves  to  fight  and  kill? 
Which  one  takes  delight  in  hunting  and  killing? 
Do  you  think  all  these  animals  might  be  tamed? 
^  How  would  they  show  it? 


Wild  creatures 


Cattle  were  once  wild.     Why  did  we  tame  them" 

Why  did  we  tame  the  horse? 

Why  did  we  tame  chickens? 

What  do  you  mean  by  taming  an  animal? 

Do  some  people  need  taming? 

How  would  you  tame  a  wild  horse? 

How  would  you  tame  a  wild  man? 

How  would  you  get  fear  out  of  a  wild  animal? 

How  would  you  get  fear  out  of  a  wild  man? 

What  effect  on   men  and  animals  has  abuse  an« 

cruelty? 
What  effeci  has  love  and  kindness? 


Wild  animals. 
Their  homes 


The  woods. 
The  streams. 
The  ground. 
The  bushes. 
The  grass. 
The  trees  and  logs. 
The  caves. 

Why  are  some  animals  wild? 
Why  were  wild  animals  tamed? 
Why  are  wild  animals  afraid? 
What  benefit  are  they  to  the  world? 
What  benefit  are  they  to  the  ground? 
What  benefit  are  they  to  the  fruit? 
Why  13  it  wrong  to  disturb  their  hom< 
^  When  do  wild  animals  become  tame? 


BLACK  BOARD  LESSO'NS. 


127 


What  we  owe  the 
wild  animals 


Protection  by  Law. 

To  themselves. 

To  their  homes. 

To  their  little  ones. 

To  sources  of  food  and  drink. 

To  learn  all  we  can  about  them  and  what  they  do. 

To  often  help  them  to  get  food  in  winter. 

Help  them  to  enjoy  life. 

By  helpins  them  to  help  ourselves  to  live  happier. 

To  live  a  life  of  peace  without  fear. 


Wild  animals  have 
a  right  to  a  good 
time  in  many 
ways,  like  us 


By  associating  with  each  other; 

With  their  children. 

In  building  a  home. 

Training  their  young. 

In  traveling. 

In  eating  good  things. 

Among  flowers,  nuts  and  fruits. 

In  swimming,  flying,  running,  jumping  and  playing. 

In  singing  and  talking. 


When  we  may  de- 
stroy an  animal 


f  When  necessary  for  food. 
When  it  endangers  life. 

When  destructive  to  the  best  interests  of  others. 
When  society  demands  it. 
When  it  will  stop  suffering. 
^Vllen  it  becomes  a  nuisance  to  other  animals. 


The  animal  has   a 
right  to 


Enjoy  life  and  liberty. 

To  do  what  he  wants  to. 

To  food  and  clothing. 

To  good  company. 

To  good  home. 

To  man's  assistance. 

To  kindness. 

To  protection  by  law. 

(Why?) 


128 


BLACK  BOARD  LESSONS. 


Write  out  answers 
to    these    ques-  '' 
tions 


Which  is  easiest  tamed,  a  young  animal  or  an  old 
one?     Why? 

What  is  the  effect  of  kind  treatment— 
on  the  animal? 
On   you? 

The  wild  animals  in  Yellowstone  Park  are  be- 
coming very  tame.     Why? 

If  you  went  into  a  barn  yard  and  became  ac- 
quainted with  the  dumb  animals,  what  could 
you  tell  about  the  owner  or  keeper? 

Why  are  you  afraid  of  some  people? 

If  you  were  starving,  what  would  you  do  to  get 
food  and  drink?  What  does  an  animal  do  when 
hungry?     Can  you  blame  him?     Why? 

Should  you  punish  him?     Why? 

What  is  the  best  way  to  get  a  dumb  animal  to 
do  what  you  want  him  to  do? 


Association      with 
dumb  animals 


Give  all  the  ways  in  which  a  dog  shows  that  he  is 

friendly  to  you.     A  horse,  a  cow,  a  cat,  a  bird? 
How  should  we  treat  a  friendly  animal?     Why? 

An  unfriendly   one?     AVhy? 
If  you  are  repulsed  or  ill-treated  by  someone  you 

feel   friendly   to   how   does   it   make   you   feel? 

Why?     What  do  you  learn  from  that? 
What  makes  animals  afraid?     Unfriendly?    What 

do  you  learn  from  that? 


Almost  all  ani- 
mals, both  wild 
and  tame,  unless 
afraid  or  abused, 
are  friendly  and 
full  of  good  will 
toward  us 


What  do  you  learn  from  them? 

Are  they  kind? 

Are  they  forgiving? 

Are   they   truthful? 

Uo  they  betray  you? 

Do  they  help  or  hurt  you? 

Do  you  understand  them? 

Do  they  understand  you? 

Do  they  enjoy  play  and  work? 

Do  they  get  sick  or  hurt? 

Are  they  afraid?     Angry?     Sorry? 

Are  their  feelings  hurt? 

Do  they  love  and   hate? 

Do  they  like  the  same  things  >ou  do? 


BOOKS  RECOMMENDED 

Out  of  the  hundreds  of  books  relating  to  animals  we 
select  the  following  and  recommend  them  for  school  libraries. 
The  list  is  not  exclusive.  There  are  many  others  of  high  value 
in  the  same  ways  these  are. 

These  books  combine  with  the  charm  and  power  of  high 
literary  art  true  insight  into  the  minds  and  hearts  of  our  dumb 
brethren,  recognize  them  as  persons,  each  different  from  the 
others  of  his  kind  in  the  same  ways  we  are  different  from 
each  other,,  and  try  to  break  for  them  the  pathetic  silence  in 
which  their  lives  are  locked  and  out  of  which  grow  many  of 
the  stupidities  and  cruelties  which  disgrace  our  association  with 
them. 

Animal  Tales    Charles  G.  D.  Roberts 

Kindred  of  the  Wild    Charles  G.  D.  Roberts 

Red  Fox    Charles  G.  D.  Roberts 

AYatcher  of  the  Trails   Charles  G.  D.  Roberts 

Little  People  of  the  Sycamore   Charles  G.  D.  Roberts 

Return  to  the  Trails  Charles  G.  D.  Roberts 

The  Call  of  the  Wild  Jack  London 

White  Fang Jack  London 

The  Bar  Sinister   Richard  Harding  Davis 

Wild  Animal  Play Ernest  Thompson  Seton 

Biography  of  a  Grizzly   Ernest  Thompson  Seton 

Monarch,  the  Big  Boar  of  Tallao   Ernest  Thompson  Seton 

Lives  of  the  Hunted    Ernest  Thompson  Seton 

Wild  Animals  I  Have  Known  Ernest  Thompson  Seton 

Animal  Heroes  Ernest  Thompson  Seton 

The  Dog  of  Flanders Ouida 

Why  I  Love  My  Dog Emile  Zola 

Stories  of  Brave  Dogs Marion  Hamilton  Carter 

Black  Beauty   Anna  Sewell 

Jungle  Books  Rudyard  Kipling 


Our  Friend  the  Dog Maurice  Maeterlinck 

Tan  and  Tackle   Charles  Lee  Bryson 

Every  Living  Creature    Ralph  ^yaldo  Trine 

The  Universal  Kinship    J.  Howard  Moore 


^  OF  THE 

UNIVERSITY 

OF 


Press  of  the 

Western  Newspaper  Union 

Denver 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below, 
or  on  the  date  to  which  renewed.  Renewals  only: 

Tel.  No.  642-340S 
Renewals  may  be  made  4  days  prior  to  date  due. 
Renewed  books  are  subjen  to  immediate  recall. 


mam^ 


4JUR 


MAY  9     1973 


T  n^i  A-oom  T '7^  General  Library 

(Q8677B10)476-A:ai  Universuy^of^ghforni. 


yc  0727; 


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195924 


U) 


^'^U.ic.M:^ 


